• 한국보육지원학회지
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• 제8권6호
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• pp.241-256
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• 2012

본 연구는 어린이집 전문성지원환경과 보육교사의 이직의도 및 전직의도의 관계에서 보육 효능감의 매개효과를 검증하고자 하였다. 연구의 목적을 달성하기 위해, 보육교사 237명을 대상으로 설문조사를 실시하였다. 그에 따른 연구결과는 다음과 같다. 첫째, 어린이집이 보육교사의 전문성을 지원할수록 보육교사의 보육효능감이 높고, 이직 및 전직의도가 낮았다. 둘째, 보육교사의 이직의도는 교사 및 원장과의 관계, 교사의 자율성과 의사결정이 낮을수록 높았다. 전직의도는 교사와 유아에 대한 기대가 낮을수록 높았다. 셋째, 전문성지원 환경과 전직의도와의 관계에서 보육효능감의 매개효과가 나타났다. 근무하는 어린이집의 전문성지원환경이 열악하다고 인식하는 보육교사는 낮은 보육효능감을 갖게 되며, 이는 다른 직업으로의 전직의도를 높이는 것으로 나타났다.

• 품질경영학회지
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• 제45권4호
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• pp.847-866
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• 2017

Purpose: The purpose of this study is to examine the effects of educational service quality, participation intention, and educational performance in action learning class. Methods: The proposed research model is tested using structural equation modeling for hypotheses based on the data collected from one of action learning class. Results: The results indicate that educational service quality(reliability, assurance, tangibles, empathy, information accuracy, and relationship quality) positively affects participation intention which in turn improve educational performance, including aspects of before and after class of action learning. In addition, participation intention in classroom positively affects educational performance with both groups. For after class of action learning, the result confirms the effect of responsiveness of educational service quality on participation intention, however, in before class of action learning there is not showed a significant relationship. Conclusion: This study would provide useful information and can be applied to the improvement of educational performance through the participation of students by the instructors and the educational institutes who want to apply the active learning forum in classroom.

• International Journal of Advanced Culture Technology
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• 제9권4호
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• pp.9-17
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• 2021

This is a descriptive investigative study which attempts to confirm the mediating effect of learning motivation in the relationship between self-directed learning, learning commitment, and learning persistence intention of university students in an online learning environment. The questionnaires were randomly distributed online and the agreed questionnaires were retrieved, with a total of 338 copies used for analysis. The following is the summary of the findings. First, there were significant differences in learning persistence intention according to general characteristics depending on age, major, part-time job, and academic level. Second, the results showed a positive correlation between self-directed learning, learning commitment, learning motivation, and learning persistence intentions of the subjects were statistically significant. Third, after checking the mediating effect of learning motivation in relation to self-directed learning, learning commitment and learning motivation, the learning motivation has a partial mediating effect on learning and 23% explanatory power, and the learning commitment was found to have a complete mediating effect on the impact of learning motivation on learning intentions with 21% explanatory power. Based on these results, it is necessary to provide a more diverse educational environment, such as operating a motivation semester program that can improve learning motivations along with learning commitment, and the use of a variety of contents that can focus the learner's interest or attention.

• 한국간호교육학회지
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• 제24권2호
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• pp.127-136
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• 2018

Purpose: The purpose of this study was to examine the effects of self-regulated learning ability of freshmen in nursing college on the learning persistence intention, and to determine if their learning motivation meditates the relationship between them. Methods: The study design was based on descriptive research. Data were collected from 146 nursing freshmen studying at a university in D city from June 5, 2017 to June 7, 2017. Results: There was a positive correlation among learning persistence intention, self-regulated learning ability (r=.57, p<.001) and learning motivation (r=.60, p<.001). Also, it was found that learning motivation was positively correlated with self-regulated learning ability (r=.79, p<.001). According to the Sobel test results, the learning motivation had a complete mediating effect (${\beta}=.39$, p<.001) between self-regulated learning ability and learning persistence intention (Z=3.63, p<.001). Conclusion: Therefore, this study suggests developing a learning motivation program to improve self-regulated learning ability and learning persistence intention of nursing students during their freshman year.

• 한국IT서비스학회지
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• 제12권4호
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• pp.59-75
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• 2013

As education environment is changing rapidly and competition of education industry is more intensive, the importance of service view about education is increasing as a differential competitive advantage. This study attempted to investigate the impact of service convenience as a different competitive advantage on e-learning acceptance by using TAM. The purpose of this study is to examine how five-dimensional service convenience constructs(decision convenience, access convenience, transaction convenience, benefit convenience, post-benefit convenience) affect consumers' perceived usefulness, attitude and usage intention. For this study, data were gathered from respondents who bought or used e-learning services and analyzed by structural equation model. Among the five-dimensional service convenience constructs, two constructs(benefit convenience, post-benefit convenience) affected consumers' positive perceived usefulness, attitude and usage intention about e-learning service. The results show that management and investment to improve benefit and post-benefit service convenience make consumers' positive attitude and usage intention about e-learning service.

• Journal of Information Technology Applications and Management
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• 제17권1호
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• pp.35-54
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• 2010

Why does e-Learning service for individuals remain in the early development stage? To find the answers of this question, we adopted usefulness and intention to continued use as dependent variables based on technology acceptance model and inferred convenience, cost-effectiveness, social presence, interactivity, concentration, and procrastination as independent variables based on literature review and interview with e-Learning users. Convenience and cost-effectiveness of e-Learning tend to enhance usefulness and/or intention to continued use, while lack of social presence, interactivity, and concentration of e-Learning and academic procrastination tend to hinder usefulness and/or intention to continued use. To prove this research model, we used a data set collected from the survey. The respondents of survey were the undergraduate students who used voluntarily e-Learning. Data analysis was conducted using 275 respondents by partial least square. The analysis result of causal relation indicated that convenience and cost-effectiveness influenced both usefulness and intention to continued use, and that cost-effectiveness and concentration influenced only intention to continued use. But, interactivity and procrastination did not influence usefulness and intention to continued use.

• 문화기술의 융합
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• 제10권3호
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• pp.915-922
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• 2024

현재 한국의 경우 저출산 고령화의 분위기에 따라 교육 대상층의 학습능력 향상에 관심이 높게 발생하고 있다. 인구가 줄어드는 딜레마는 결국 가용 가능한 인구자원의 활용성을 효율적으로 극대화 시킬 수 있는 방안이 마련되어야 한다는 부담을 유발한다. 이에 본 연구는 학습동기(활동지향동기, 학습지향동기)가 학습자 특성(학습가치, 학습효능감)과 학습만족에 미치는 영향을 탐색하고 결과적으로 평생학습 참여 지속의도(추천의도, 관계지속의도)에 어떤 영향을 주는지 실증 분석하였다. 분석결과, 학습동기는 학습만족에 유의미한 영향을 미쳤고, 이렇게 형성된 감정은 추천의도와 관계지속의도에 긍정적 영향을 미침을 발견하였다. 또한 학습지향동기는 학습만족과 학습자의 특성 모두에 유의미한 영향을 미쳤지만 학습효능감의 경우 추천의도에는 영향을 미치지 않음을 발견하였다. 본 연구는 학습자의 지향점과 개인의 성취방향 그리고 추천의도와 관계지속의도에 대한 전반적인 사항을 고려하여 관계유지 및 학습자의 특성에 기인한 교육체계의 기초를 제시하였다는 점에서 의의가 있다.

• 한국정보시스템학회지:정보시스템연구
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• 제23권3호
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• pp.47-71
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• 2014

The purpose of the present study is to verify the structural relationship among system quality, information quality, service quality, perceived ease of use, perceived usefulness, satisfaction, intention on continuous use of mobile learning in cyber university. For this study, W cyber university in Korea was chosen to conduct web survey. The subjects were 283 students who participated in W's cyber university courses. A hypothetical model was composed of system quality, information quality, service quality, perceived ease of use and perceived usefulness as exogenous variables, satisfaction and intention on continuous use of mobile learning as endogenous variables. The result of this study through structural equation modeling analysis is as follows: First, information quality only affect satisfaction, Second, perceived ease of use, perceived usefulness and satisfaction significantly affect intention on continuous use of mobile learning. These results imply that information quality should be considered for the design and development of mobile learning contents. Also, perceived ease of use, perceived usefulness and satisfaction is important to enhance intention on continuous use of mobile learning. This study proposes strategies for successful mobile learning in cyber university.

• 한국융합학회논문지
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• 제10권10호
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• pp.215-222
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• 2019

본 연구는 종단적 자료를 기반으로 이러닝 학습경험 전과 후의 이러닝 이용의도에 영향을 미치는 요인들을 비교하여 대학생들의 인식 변화를 알아보기 위해 경상북도에 소재한 Y대학과 K대학의 대학생을 대상으로 연구조사를 실시하였다. 그 결과, 첫째 학습시간의 편의성과 학습과정의 용이성, 이러닝 유용성은 학습경험과 관계없이 이러닝 이용의도에 영향을 미치는 것으로 나타났다. 둘째, 학습공간의 편의성은 학습경험 전과 후의 인식에 차이가 있었으며, 이러닝 학습을 경험한 후 이용의도에 영향을 미치는 것으로 나타났다. 셋째, 실제 이러닝 학습을 경험한 대학생들은 학습과정의 용이성이 이용의도에 가장 많은 영향을 미치는 것으로 나타났다. 본 연구의 결과는 효과적인 이러닝 활성화 방향과 이러닝 학습자들에 대한 종단적 연구의 기초자료를 제공할 수 있을 것으로 생각된다.

• 한국컴퓨터정보학회논문지
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• 제25권9호
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• pp.183-191
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• 2020

IT 발달과 함께 스마트기기로 많은 학습자가 이러닝 콘텐츠를 접하고 있으며, 콘텐츠 제공자들은 학습자의 재이용 의도와 행동을 주의 깊게 관찰하고 있다. 따라서 본 연구에서는 스마트폰에 기반한 이러닝 학습을 접해본 200명의 사용자를 대상으로 이러닝 콘텐츠 플랫폼 특성이 재이용 의도에 미치는 영향을 연구하였다. 그 결과, 사용자의 재이용 의도에 영향을 미치는 특성은 콘텐츠 품질, 상호작용성, 편재성으로 나타났다. 또한, 남성일 경우 재이용 의도에 영향을 미치는 가장 큰 특성은 상호작용성이며, 여성일 경우 콘텐츠 품질과 편재성이었다. 스마트폰을 이용해 하루 평균 한 시간 미만 이러닝을 학습할 경우 콘텐츠 품질이 재이용 의도에 가장 큰 영향을 주었으며, 반대로 한 시간 이상 학습할 경우 편재성, 편리성, 상호작용성이 재이용 의도에 영향을 주었다. 아직도 많은 이러닝 기업들이 PC 기반의 기술이나 단기적 홍보 중심의 사업 전략을 유지해오고 있는데, 본 연구의 결과는 앞으로 해당 기업들이 장기적 사업 전략의 관점에서 스마트폰 기반의 플랫폼 변화와 그 핵심 요인들에 대한 방향을 제시했다는 데 의의를 둘 수 있다.