• Educational Technology International
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• v.22 no.2
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• pp.111-137
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• 2021

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.605-619
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• 2019

This study aimed to examine the mediating roles of self-determined motivations on the effect of class climate perceived by middle school students on self-regulated learning ablility. For this purpose, a total of 589 students were selected as subjects in this research. Structural equation modeling was conducted so as to verify the relationship among all the variables. As a results, first, the perceived autonomous class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation. Second, the perceived controlled class climate had a direct effect on self-regulated learning ability and an indirect effect on self-regulated learning ability through the mediation effect of identified regulation, introjected regulation, and external regulation. This study implies that facilitating autonomous engagement in learning activities will be a effective educational intervention to improve self-regulated learning ability.

• Journal of Digital Convergence
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• v.10 no.10
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• pp.139-146
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• 2012

The emotional factor has not been focused in e-learning studies. But the emotions of student are very important in e-learning because it is a self-regulated learning. This study is focused on the emotional factor in e-learning. This study examines the effect of perceived customer orientation to emotional presence, commitment and customer satisfaction in e-learning. The results of this study showed that the perceived customer orientation effect to the commitment about the learning and the customer satisfaction in e-learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.91-97
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• 2016

The purpose of this study is to identify the mediating effect of team efficacy between interpersonal competence and perceived learning in project learning for pre-service early childhood teachers. Based on a literature review, team efficacy and interpersonal competence were identified as variables having an effect on project learning. The data were collected from 172 students who participated in a project learning course offered by a university located in Seoul, Korea, and were analyzed by Baron & Kenny's (1986) framework. As a result, team efficacy was found to act as a partial mediator between the two variables, understanding of and consideration for other people and perceived learning. This study suggests that team efficacy and understanding of and consideration for other people should be facilitated in project learning courses. The possibility that some teaching strategies could enhance the project learning effect for learners and pre-service teachers is discussed.

• Asia pacific journal of information systems
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• v.12 no.3
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• pp.45-70
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• 2002

This paper examines the role of distance learning self-efficacy, belief in one's capabilities of using a system in the accomplishment of web-based distance learning, in predicting user intention to use and performance of distance learning system. It used self-efficacy theory and technology acceptance model(TAM) to build a model that predicts relationships between antecedents to students' distance learning self-efficacy assessments and their behavioral and attitudinal consequences. The model was tested using LISREL analysis on the sample of 250 students who have worked with the Distance Learning System. The results indicated partial support for the conceptual model. In accordance with TAM, perceived usefulness had strong direct effects on intention to use and performance, while perceived ease of use had both direct and indirect effects on intention to use, but not performance. Distance learning self-efficacy had only direct effect on perceived ease of use to use. Computer experience was found to have a strong positive effect on distance learning self-efficacy, and computer anxiety had a negative effect on distance learning self-efficacy. Implications of these findings are discussed for researchers and practitioners.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.1
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• pp.79-91
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• 2022

In this study, the effects of self-efficacy, perceived usefulness, perceived ease of use, and depression on college students' academic persistence in the COVID-19 epidemic and the resulting non-face-to-face education situation were identified as mediating effects on learning satisfaction. In the second semester of 2020, a survey was conducted on students enrolled in a four-year university in Daegu and the data were statistically analyzed. The path coefficient was estimated by the Smart PLS bootstrap method and the significance of the path coefficient was verified. The Sobel Test was conducted to verify the mediating effect of academic continuity intention as a parameter. The research results can be summarized as follows. First, it was found that self-efficacy and perceived usefulness had a significant influence in the relationship with learning satisfaction. Second, the relationship between learning satisfaction and academic continuity intention was found to have a significant influence. Third, depression and ease of use did not show any significant influence in the relationship between learning satisfaction. Finally, a Sobel Test was conducted to verify the mediating effect of academic continuity intention with self-efficacy, usefulness, ease of use, and depression as independent variables and learning satisfaction as parameters. As a result of both regression analyses, it was found that β values decreased, and learning satisfaction had a mediating effect. As a result of this study, it is suggested that research to increase learner satisfaction and develop various contents to increase the effectiveness of education that can increase self-efficacy and perceived usefulness should be conducted in parallel. I think this study can be used as basic data in establishing measures to continue studying for college students in natural disaster situations or psychological crisis situations called COVID-19.

• Educational Technology International
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• v.21 no.1
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• pp.97-123
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• 2020

The purpose of this study is to investigate the emotions of students toward using digital textbooks, and to examine the factors affecting the emotions. This study examined the relationship between individual characteristics and computer usage, students' emotions, and the perceived learning effects. For this study, 2,950 1st grade middle school students participated in a survey which measured individual characteristics, computer usage behavior, emotions toward using digital textbooks, and perceived learning effects of digital textbooks. The results showed that positive emotions toward using digital textbooks were higher than negative emotions. The students' positive emotions were most affected by intrinsic motivation, self-regulated learning, and student's use of computers for learning and entertainment. Similarly, perceived learning effects were positively correlated to intrinsic motivation and self-regulated learning, but the students' positive emotions towards using digital textbooks was the strongest predictor. Digital textbook efficacy was the most influential factor that affected the students' negative emotions, while computer addiction was associated with negative emotions.

• Journal of Internet Computing and Services
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• v.18 no.3
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• pp.63-70
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• 2017

The purpose of this study was to investigate the mediating effect of perceived self-efficacy in the effects of informal communication and mindfulness practice on non-class-related behavior in the Team-Based Learning(TBL) using smartwork tool. To do this, total of 80, college students participated in this survey. The results of this empirical study is summarized as followings. First, informal communication do not have a direct effect on non-class-related behavior but perceived self-efficacy mediates the effect of informal communication. Second, mindfulness practice do not have a direct effect on non-class-related behavior but perceived self-efficacy mediates the effect of mindfulness practice. Third, informal communication and mindfulness practice have positive effect on perceived self-efficacy. In this study, we suggested the importance of perceived self-efficacy in establishing the TBL policy using smartwork tool.

• Journal of Industrial Convergence
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• v.21 no.11
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• pp.57-65
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• 2023

This study was attempted to verify the mediating effect of perceived interaction in the relationship between learning flow and problem-solving confidence of nursing students who experienced team-based nursing practice learning. The subjects of this study were 148 senior nursing students who experienced team-based nursing practice learning classes. Data were collected using a structured questionnaire. For data analysis, descriptive statistics, Pearson correlation analysis, hierarchical multiple regression analysis, and Sobel test were conducted. The results of the study showed that nursing students' learning flow was 3.58±0.56 points, perceived interaction was 4.06±0.56 points, and problem-solving confidence was 3.67±0.53 points on average. Learning flow of nursing students showed a positive correlation with perceived interaction(r=0.63, p<.001) and problem-solving confidence(r=0.74, p<.001). Perceived interaction showed a partial mediating effect in the relationship between learning flow and problem-solving confidence(z=5.31, p<.001). It may be necessary to develop programs to improve nursing students' learning flow, perceived interaction, and problem-solving confidence, and to improve their clinical practice ability to solve nursing problems in various nursing settings.

• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.416-434
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• 2022

This study, for learners using online and offline tools, understood the structural relationship of user experience of smart learning app on continuous use intention through the technology acceptance model, and classified the learning type characteristics. In addition, based on the experience of using the smart learning app, we explored ways to improve the design of the user experience design for learning tools and contents. For this purpose, the usage perception of 84 middle and high school students of the developed smart learning learning app was investigated after using it for 2 months, and the data were analyzed using the PLS structural equation technique. The main results of this study are as follows. First, system and content user experience had a significant effect on perceived usability and perceived ease of use, and the effect on continued use intention through attitude was significant. Second, there was a significant difference in the effect of system user experience on perceived usefulness in multi-group comparative analysis and gender group. In the preferred learning group, it was the path from perceived ease of use and perceived usefulness to attitude and intention to continue using that showed a significant path difference. Third, as a result of classifying the most commonly used learning types by the multidimensional scale method, the types separated into low dimensions were found to be four types: offline sync type, online sync type, ubiquitous learning type, and self-direct learning type.