• Journal of Korean society of Dental Hygiene
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• v.16 no.4
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• pp.643-649
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• 2016

Objectives: The purpose of the study was to investigate the relationship between professor trust and learning flow in allied health students and to provide the basic data for the improvement of curriculum and teaching method. Methods: A self-reported questionnaire was filled out by 263 allied health students. The questionnaire consisted of 27 questions of professor trust by Likert 5 scale and 29 questions of learning flow by Likert 6 scale. Cronbach's alpha in this study was 0.97 in professor trust, 0.96 in learning flow. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, correlation and stepwise multiple regressions. Results: The score was 3.72 in professor trust and 3.46 in learning flow. There were positive correlations between learning flow and professor trust including intimacy, professional, teaching skills and leadership. Stepwise multiple regression analysis revealed that learning flow was related with professor trust. Conclusions: The learning flow depends on professor trust. Based on the research, improvement directions that put strong emphasis on low section of professor trust and learning flow must be placed.

• Asia pacific journal of information systems
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• v.19 no.4
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• pp.149-176
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• 2009

In the recent e-learning environment, avatars are often used to help learners get familiar with the contents, which is ultimately to motivate them to study more. Therefore, it is important to investigate whether avatars have actually the desirable effect on users of e-learning materials. Surprisingly, however, no extensive study has been conducted on this crucial issue Accordingly, main objectives this study are summarized as follows. First, we need to gain better understanding of how much learners' trust towards avatars (termed as "avatar trust") is transferred to learners' trust towards e-learning contents (termed as "contents trust"). Second, we need to investigate how much learners' personal relationships with avatars as well as learning behaviors change depending on avatar types (attractive vs. professional) and contents complexity (easy vs. difficult). As described in the study objectives, in order for us to analyze empirical data more systematically, we classified avatar types into two: "attractive" and "professional;" the contents are categorized as either "easy" or "difficult." Therefore, it is essential for this study to build a prototype e-learning website on which our research purpose can be realized and tested effectively with proper avatar types and e-learning contents. For this purpose, we built a prototype e-learning website, in which avatars are invited from currently working avatar instructors used in real-world e-learning websites, and e-learning contents are adapted from real-world contents about Java programming topic, which have been proved to have shown high quality and reliability. Our research method includes questionnaire survey by inviting a number of valid respondents comprised of office workers who are believed to have high demands for the e-learning contents as well as those who have previous experience with avatar instructors. Respondents were given one of the four e-learning experiment conditions (2 avatar types x 2 contents types) on a random basis. Each experimental e-learning condition is framed to have the same quality but different avatar type and content complexity. Then the respondents are asked to fill out the survey form which has questions about avatar trust, contents trust, personal relationships with avatar, and learning behavior, among others. Regarding the constructs used in research model, we based them rigorously on previous studies. For example, we used six constructs such as behavior to give information (BGI), behavior to obtain information (BOI), need for inclusion wanted, need for control wanted, contents trust, and avatar trust. To measure them, 7-Likert scales were used in the questionnaire. E-learning performance was measured indirectly through two constructs such as BGI and BOI. Six constructs used in the research model were adopted and revised from the FIRO-B model suggested by Schutz. Empirical results are as follows: First, professional avatars are more effective for difficult contents, while attractive avatars were not as effective for easy contents. Second, our study results ascertained that avatar trust transfers to contents trust regardless of avatar types and contents complexity.

• Asia pacific journal of information systems
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• v.25 no.4
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• pp.642-661
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• 2015

Interpersonal trust has become essential for online communities because people have managed to be in a situation without face-to-face encounters. To identify the structural relationships between interpersonal trust and learning performance, we analyzed the relationship between two types of trust, namely, cognitive and affective, as well as two dimensions of learning performance, namely, learning satisfaction and knowledge application. We also identified the moderating role of social norms in the relationship between trust and learning performance. Results of analysis are as follows. First, cognitive trust significantly affected the two dimensions of performance. Second, affective trust exhibited a significant effect on learning satisfaction, but did not affect knowledge application. Third, the relationships between the two performance factors were significant and direct. Lastly, social norms appeared to moderate the effects of cognitive trust on knowledge application and affective trust on satisfaction. These findings suggest that organizations, which would like to optimize task-oriented performance of their learning communities, should consider linking strategies between community satisfaction and practical knowledge application.

• Journal of Korean society of Dental Hygiene
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• v.16 no.5
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• pp.687-693
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• 2016

Objectives: The purpose of the study was to investigate the influence of instructor trust on learning flow and academic achievement in dental hygiene students. Methods: A self-reported questionnaire was completed by 202 dental hygiene students in Gyeongnam from July to August, 2016. A five point Likert scale questionnaire consisted of intimacy (8 items), professionalism (8 items), teaching ability (5 items), and leadership (6 items). Measurement of learning flow was adapted and modified by Kim et al. Academic achievement was adapted and modified by Noe and Schmitt. Cronbach's ${\alpha}$ of learning flow was 0.77 and that of academic achievement was 0.78 in the study. Data wee analyzed by t-test, one way ANOVA, $Scheff{\acute{e}}$ test, and Pearson's correlation using SPSS 23.0 program. Results: The scores of instructor trust, learning flow, and academic achievement were 4.37, 3.46, and 3.23, respectively. Academic achievement had a close positive correlation with instructor trust (r=0.46, p<0.001) and learning flow (r=0.63, p<0.001). Instructor trust had a positive correlation with learning flow (r=0.50, p<0.001). Learning flow took mediating effects on instructor trust and academic achievement. Conclusions: The trust between students and instructors had a great influence on learning flow and academic achievement. So the instructor should try to make the students concentrate on learning.

• Information Systems Review
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• v.12 no.2
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• pp.25-45
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• 2010

Today, as potential uses of the Internet continue to grow, e-learning in university an education course has taken on an important role. Accordingly, to provide good e-learning services, university officials attempt to develop high quality educational content in their courses. In this study, we investigate e-learning adoption by students using the extended technology acceptance model (TAM). In particular, trust in the online environment plays an extremely crucial role in student willingness to adopt e-learning. Therefore, in this study, we analyzed the relationships of perceived ease of use, perceived usefulness, attitude, and actual use on students' level of trust using a partial least squares (PLS) approach. This study suggests valuable implications for developing e-learning strategies and implementing e-learning.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.149-165
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• 2017

This study is to discover and substantiate the casual relation between Learning Organization and Organizational Citizenship Behavior, with Supervisor Trust used as moderating variable. Learning Organization and Organization Citizenship Behavior are used, respectively, as independent and dependent variable, Supervisor Trust as moderating variable. The data for this study was collected from 340 public officials who participated in the training program. Data collection tools were used to collect structured questionnaire questionnaires, and dissemination and retrieval of questionnaires were carried out over 6 weeks from February 6 to March 10, 2017. Of the questionnaire distributed, the questionnaire was finally recovered from the questionnaire, with a recall rate of 91.8 %, showing a very high rate of recall. The result showed that Learning Organization is a significant factor for Organization Citizenship Behavior and also that Supervisor Trust plays a role in the control of the relationship between Learning Organization and Organization Citizenship Behavior; thus, in order for Public Organizations to achieve advanced competitiveness, vitalizations of Learning Organization is important.

• Management & Information Systems Review
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• v.34 no.1
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• pp.51-63
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• 2015

This study investigated how presence will affect the user's trust in educational serious game. To achieve our research purposes, we divide presence into two parts: virtual presence and social presence and identify the relationship between trust and trustworthiness. and also, we separate out trust such as trust in learning and trust in fun according to users purposes. We conduct the survey using the english serious game for university student. The results show that presence significantly influence on trustworthiness and also trustworthiness effect on trust in learning and fun.

• The Journal of Information Systems
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• v.17 no.3
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• pp.1-24
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• 2008

This study empirically investigated the relationships among inter-organizational contextual factors(assets specificity, long-term orientation and interdependence), information exchange between trading partners, inter-organizational loaming and trust, and inter-organizational performance. In this study, types of information exchanged between trading firms are classified into two broad kinds: transaction information and management information. from empirical results, we found that inter-organizational contextual factors have a greater positive impact on the exchange of management information. It is also observed that the exchange of information positively influences inter-organizational trust and loaming. finally, the results of this study showed that inter-organizational trust and teaming have positive effects on the improvement of inter-organizational performance. Thus, it is concluded that the amount of information exchanged according to the conditions of inter-organizational contextual factors gives rise to inter-organizational teaming and high levels of trust, and high levels of trust and learning contribute to the increase of inter-organizational performance.

• Knowledge Management Research
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• v.15 no.3
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• pp.121-140
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• 2014

Many firms have been utilizing SNSs such as Facebook and Twitter actively in order to boost interactions with customers that promote product and service innovations and effective marketing. Although positive outcomes of the customer interactions in SNSs are expected, there exist few studies on the effects of interactions between customers and firms in the SNS context. This study empirically examines how customer experiences in multi-dimensional interactions (i.e., pragmatic, sociability, usability, and hedonic interaction) in corporate SNSs influence customer trust in the firm, and how customer learning benefits are associated with firm benefits such as gaining customer trust. The results indicate that all four dimensions of customer interactions in SNSs have significant effects on customer learning benefits, which in turn significantly influence customer trust in the firm. Meanwhile, the results reveal that there are also direct relationships between specific dimensions of customer interactions in SNSs and the two dimensions of customer trust (i.e., ability-based and benevolence/integrity-based). Based on the findings, this study diagnoses the status of corporate SNSs in terms of collaboration with customers and provides practical implications for firms which attempt to capitalize on the multi-dimensional customer interactions in SNSs and to facilitate innovative activities with customers.

• Journal of Digital Convergence
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• v.9 no.4
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• pp.267-279
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• 2011

A variety of Web Services are being existences based on the development of the Internet. Especially, e-Learning services in the Universities make the temporal and spatial constraints overcome, and e-Learning services have gained great popularity to the students who use because those provide various convenience and usefulness. e-Learning studies have been actively performed based on the spread of e-Learning in the various industries. A number of studies suggest the diffusion plan of e-Learning applying the Technology Acceptance Model studies. Those studies focused on the ease of use and usefulness of e-Learning. The explanation about educational contents perspectives, which is the key factor in e-Learning, is very weak. Therefore, this study suggested the strategy for spreading the e-Learning adoption through in terms of e-Learning educational contents and trust perspectives. This research results would provide the strategic implications to boost the e-Learning adoption in the various universities in terms of e-Learning educational contents and trust perspectives.