• Asia pacific journal of information systems
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• 제18권4호
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• pp.105-130
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• 2008

Consumers of e-learning market differ from those of other markets in that they are replaced in a specific time scale. For example, e-learning contents aimed at highschool senior students cannot be consumed by a specific consumer over the designated period of time. Hence e-learning service providers need to attract new groups of students every year. Due to lack of information on products designed for continuously emerging consumers, the consumers face difficulties in making rational decisions in a short time period. Increased uncertainty of product purchase leads customers to herding behaviors to obtain information of the product from others and imitate them. Taking into consideration of these features of e-learning market, this study will focus on the online herding behavior in purchasing e-learning contents. There is no definite concept for e-learning. However, it is being discussed in a wide range of perspectives from educational engineering to management to e-business etc. Based upon the existing studies, we identify two main view-points regarding e-learning. The first defines e-learning as a concept that includes existing terminologies, such as CBT (Computer Based Training), WBT (Web Based Training), and IBT (Internet Based Training). In this view, e-learning utilizes IT in order to support professors and a part of or entire education systems. In the second perspective, e-learning is defined as the usage of Internet technology to deliver diverse intelligence and achievement enhancing solutions. In other words, only the educations that are done through the Internet and network can be classified as e-learning. We take the second definition of e-learning for our working definition. The main goal of this study is to investigate what factors affect consumer intention to purchase e-learning contents and to identify the differential impact of the factors between consumers with purchase experience and those without the experience. To accomplish the goal of this study, it focuses on herding behavior and perceived usefulness as antecedents to behavioral intention. The proposed research model in the study extends the Technology Acceptance Model by adding herding behavior and usability to take into account the unique characteristics of e-learning content market and e-learning systems use, respectively. The current study also includes consumer experience with e-learning content purchase because the previous experience is believed to affect purchasing intention when consumers buy experience goods or services. Previous studies on e-learning did not consider the characteristics of e-learning contents market and the differential impact of consumer experience on the relationship between the antecedents and behavioral intention, which is the target of this study. This study employs a survey method to empirically test the proposed research model. A survey questionnaire was developed and distributed to 629 informants. 528 responses were collected, which consist of potential customer group (n = 133) and experienced customer group (n = 395). The data were analyzed using PLS method, a structural equation modeling method. Overall, both herding behavior and perceived usefulness influence consumer intention to purchase e-learning contents. In detail, in the case of potential customer group, herding behavior has stronger effect on purchase intention than does perceived usefulness. However, in the case of shopping-experienced customer group, perceived usefulness has stronger effect than does herding behavior. In sum, the results of the analysis show that with regard to purchasing experience, perceived usefulness and herding behavior had differential effects upon the purchase of e-learning contents. As a follow-up analysis, the interaction effects of the number of purchase transaction and herding behavior/perceived usefulness on purchase intention were investigated. The results show that there are no interaction effects. This study contributes to the literature in a couple of ways. From a theoretical perspective, this study examined and showed evidence that the characteristics of e-learning market such as continuous renewal of consumers and thus high uncertainty and individual experiences are important factors to be considered when the purchase intention of e-learning content is studied. This study can be used as a basis for future studies on e-learning success. From a practical perspective, this study provides several important implications on what types of marketing strategies e-learning companies need to build. The bottom lines of these strategies include target group attraction, word-of-mouth management, enhancement of web site usability quality, etc. The limitations of this study are also discussed for future studies.

• 한국콘텐츠학회논문지
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• 제18권10호
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• pp.596-607
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• 2018

본 연구는 청소년이 지각하는 부모양육태도가 자기조절학습능력에 미치는 영향에서 자아탄력성의 매개효과를 검증하고자 하였다. 분석자료는 한국아동 청소년패널조사(Korean Children & Youth Panel Survey, KCYPS) 2010 자료 중 초등학교 1학년 패널 7차년도 자료(중학교 1학년생, 2,002명)를 사용하였다. 분석결과는 다음과 같다. 첫째, 부모 양육태도의 돌봄 수준이 높을수록 자아탄력성과 자기조절학습능력이 증가하는 것으로 나타났다. 또한 부모의 돌봄 양육태도가 자기조절학습능력에 영향을 미치는 경로에서 자아탄력성의 매개효과가 유의미함을 확인하였다. 둘째, 과보호적 부모양육태도가 자아탄력성을 매개로 자기조절학습능력에 통계적으로 유의미하게 영향을 미쳤으나, 그 영향력은 돌봄 양육태도에 비해 상대적으로 적은 것으로 확인되었다. 이러한 결과는 부모가 관심과 애정을 가지고 자녀를 양육할 때 자기조절학습능력을 증가시킬 수 있음을 확인함과 동시에 자아탄력성이 자기조절학습능력에 긍정적인 방향으로 영향을 미치는 중요한 매개요인임을 밝혔다는데 본 연구의 의의가 있다.

• 한국컴퓨터정보학회논문지
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• 제11권6호
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• pp.87-97
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• 2006

이 연구는 전자교육공동체(e-learning community)에서 지각된 유용성과 지각된 사용용이성이 학습자의 태도적 몰입과 행동적 몰입에 어떤 영향을 미치는 지를 살피는데 목적이 있다. 이를 위해 관련 선행연구 특히, 기술수용모형(Technology Acceptance Model)을 토대로 연구모형과 다섯 개의 연구 가설들을 세웠다. 잠정적인 모형에서 제시된 가설들을 검증하기 위해 측정도구를 개발했다($Cronbach\;{\alpha}=.88$). 가설검증을 위한 자료 수집은 예비교사를 위한 전자교육공동체의 회원 62명을 대상으로 설문을 실시하였다. 이 연구결과는 다음과 같았다. 지각된 유용성이 태도적 몰입에 영향을 미친다(가설 II), 지각된 사용용이성이 태도적 몰입에 영향을 미친다(가설 III), 그리고 태도적 몰입은 행동적 몰입에 영향을 미친다(가설 IV) 등 세가지 가설은 채택되었으며, 지각된 사용용이성이 지각된 유용성에 영향을 미친다(가설 I), 지각된 유용성이 행동적 몰입에 영향을 미친다(가설 V)는 가설들은 기각되었다. 이 경로분석 결과를 토대로 수정한 모형은 타당한 것으로 나타났다. 즉, $X^2$ 값은 4.29, 유의확률.23으로 유의수준.05에서 모형과 자료가 일치한다는 영가설이 채택되었다. 표본크기에 영향을 받지 않는 적합도 지수인 RMSEA, NNFI, CFI 값은 각각.08,.94,.97로 비교적 높은 적합도 수준을 보였다. 이 연구는 전자교육공동체에서의 학습자 몰입을 촉진하기 위해 설계 시 고려해야 할 중요한 시사점들을 제공해 준다는데 의의가 있다.

• 디지털산업정보학회논문지
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• 제13권1호
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• pp.213-227
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• 2017

The recent entry into information society as well as the development and universalization of the Internet through rapid development of ICT technology produced a new educational method called PMP learning. PMP learning overcomes restrictions of previous education methods in terms of time and space and allows the learners to customize their learning environments according to their leads, providing voluntary education that centers on the learners. This study aims to verify the causal relationship in academic achievement of PMP learners through the theory of basic psychological desire, learning satisfaction, and learning metastasis. In order to accomplish this, a study model which applies perceived autonomy, perceived competence, and perceived relationship, which are major variables of the theory of basic psychological desire, was presented. For practical verification of the study model, survey analysis was conducted for students of R High School in Hamyang. Through this, the study aims to provide basic materials for improving the academic achievement of learners in PMP learning. It also plans to suggest educational effects that can be obtained by supporting intrinsic motivation of learners.

• 대한안전경영과학회지
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• 제9권3호
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• pp.153-163
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• 2007

Over the fast few years, web-based e-Learning have made remarkable progress. According to advance of e-Learning, the evaluation of e-Learning effectiveness and success model become more important. This study had a focus on the effect of system characteristic of e-Learning systems and self-efficacy on learning performance. Data has been collected from 192 person experienced in e-Learning. The questionnaire method was adopted to collect the data for this study. The research was conducted by using SPSS 12.0 and AMOS 4.0. The research results and suggestions of the study are as follow. First of all, system quality and information quality of e-Learning system had positive relationship with perceived usefulness. Second, information quality was related positively to user satisfaction. Third, perceived usefulness was positively connected with user satisfaction. Fourth, user satisfaction and self-efficacy had relation to learning performance.

• 한국체육학회지인문사회과학편
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• 제55권5호
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• pp.593-604
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• 2016

본 연구의 목적은 교양댄스수업참가자가 인식하는 교수행동, 지속적 참여의도, 그리고 수업몰입의 구조관계를 파악하고 수업몰입을 매개변수로 설정하여 효과를 검증하는 것이다. 이를 위하여 대학의 교양댄스수업에 참가하고 있는 대학생을 모집단으로 선정하고 비확률 표본표집법 중 유의표본표집법을 이용하여 서울, 경기지역의 대학에서 총 314명의 자료를 수집하였다. 자료처리는 빈도분석, 탐색적 요인분석, 확인적 요인분석, 신뢰도분석, 구조방정식모형 분석, 부트스트래핑(bootstrapping) 방법을 실시하였다. 이와 같은 방법 및 절차를 통하여 얻어진 결론은 다음과 같다. 첫째, 교양댄스수업참가자가 인식하는 교수행동은 수업몰입에 유의한 영향을 미쳤다. 둘째, 교양댄스수업참가자가 인식하는 교수행동은 지속적 참여의도에 유의한 영향을 미치지 않았다. 셋째, 교양댄스수업참가자가 인식하는 수업몰입은 지속적 참여의도에 유의한 영향을 미쳤다. 넷째, 교양댄스수업참가자가 인식하는 교수행동과 지속적 참여의도의 관계에서 수업몰입은 유의한 매개효과가 있는 것으로 나타났다.

• 한국위성정보통신학회논문지
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• 제11권3호
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• pp.43-50
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• 2016

본 연구는 스마트러닝 시스템을 조기 구축하고 임직원 교육을 위해 활용 중인 국내 IT Service 전문기업을 대상으로 스마트기기를 활용한 혼합학습(Blended Learning)이 학습만족도에 미치는 영향을 정량적으로 측정하였다. 구체적으로 기술수용모형을 적용하여 스마트기기를 이용한 학습태도인 자기효능감, 개인혁신성, 인지된 유용성, 인지된 용이성이 혼합학습에서 선행학습인 스마트러닝의 수용과 오프라인 면대면 학습의 만족도에 미치는 영향에 대해 실증적으로 분석하였다. 그 결과, 스마트러닝의 학습태도는 스마트러닝의 수용에 정의 영향을 주었으며, 스마트러닝의 수용은 오프라인 교육의 학습 만족도에 정의 영향을 주었다. 추가로 스마트러닝의 학습태도는 스마트러닝의 수용뿐만 아니라 오프라이 교육의 학습 만족도에도 정의 영향을 주었다. 이는 스마트러닝 학습태도의 변인들이 자기 주도적 학습과 긍정적인 학습만족도에 영향을 미치고 있음을 시사한다.

• 농촌지도와개발
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• 제22권4호
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• pp.435-444
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• 2015

This study analyzes the structural relationship between attitudes and learning more properties in agricultural college education programs. The results were as follows. first, The model was accepted according to the some goodness of fit statistics such as ${\chi}^2$(84.28, p>.05), RMR(.036), RMSEA(.041), GFI(.927), NFI(.945), CFI(.985), IFI(985). seconds, Learning attitude(.31) and content validity(.47) in the structural relationship between variables is a direct impact on satisfaction. thirds, Perceived Usefulness(.34) and Content validity(.36) has direct effect of factor on learning attitude. Finally Perceived Usefulness was found to direct effect all Content validity(.64) and easy of use(.27). Finally, considering of duties required in the agriculture. increase the satisfaction of learners should have provide field learning based Learning materials, practices, instructional media. As a result, it will enhance the performance of field learning agricultural education programs.

• 한국컴퓨터정보학회논문지
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• 제25권4호
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• pp.197-205
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• 2020

본 연구에서는 다문화청소년이 지각한 사회적지지가 학업적응에 미치는 영향을 검증하고, 이 관계에서 자아존중감과 성취동기를 통해 발생하는 간접효과를 밝히고자 하였다. 이러한 관계를 구조방정식 모형분석을 통하여 분석하기 위해 다문화청소년 7차년도(2017년) 패널데이터를 활용하였다. 분석결과, 첫째, 다문화청소년이 지각한 사회적지지와 자아존중감 및 성취동기는 학업적응에 직접적으로 유의한 영향을 미치는 것으로 나타났다. 둘째, 다문화청소년의 자아존중감은 사회적지지에 유의한 영향을 미치는 것으로 나타났다. 셋째, 다문화청소년이 지각한 사회적지지가 학업적응에 미치는 영향은 직접효과 이외에도 자아존중감과 성취동기를 매개로 간접효과가 있는 것으로 확인되었다. 이러한 연구결과를 바탕으로 다문화청소년의 사회적지지 및 학업적응 향상을 위한 실천적 개입방안을 제시하였다.

• Educational Technology International
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• 제22권2호
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.