• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.51-59
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• 2010

Many of learners in cyber universities have experienced the difficulties of learning and participation because they have never participated courses of cyber universities before. One of main reasons why they have experienced the difficulties was that they might have not received systematic guidances of university system as well as learning supports, depending on their readiness of e-learning. Otherwise, they may have lack of supports frequently and finally, fail to graduate. However, few studies were conducted to investigate the e-learning readiness of freshmen and enrollees in cyber universities. The purpose of the study was to analyze the e-learning readiness and learning activities of freshmen and enrollees of A cyber university and to support them more systematically and get them to succeed in studying. In the results, there were no differences between the freshmen and enrollees in basic competencies of cyber learning as well as interaction, task performance, and learning methods.

• Educational Technology International
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• v.11 no.1
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• pp.119-143
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• 2010

This study was conducted to find out the relationship between teaching presence and self-directed learning readiness in e-learning environment. 219 cyber university students finished the web-formatted questionnaires. The Self-Directed Learning Readiness Scale-Adult Based Education instrument and Teaching Presence Scale instrument were used. The results of the present study can be concluded as follow. First of all, teaching presence and self-directed learning readiness have a very high relationship in e-learning environment. Secondly, all five components of teaching presence have significant correlations with self-directed learning readiness. Thirdly, depending on the results of multiple regression analysis, only components of instructional contents and facilitating communication predict the self-directed learning readiness.