The Structural Relationship among Internal Locus of Control, Interaction, Satisfaction and Learning Persistence in Corporate e-Learning

기업 사이버교육 학습자들의 내적통제소재, 상호작용, 만족도, 학습지속의향 간의 구조적관계

  • 주영주 (이화여자대학교 교육공학과) ;
  • 심우진 (이화여자대학교 교육공학과) ;
  • 김은경 (이화여자대학교 교육공학과) ;
  • 박수영 (이화여자대학교 교육공학과)
  • Received : 2009.08.18
  • Accepted : 2009.10.11
  • Published : 2009.12.01


With the rapid development of information technology, e-learning is growing in corporate. However, there are still problems in learning, such as low learning persistence rate. Learning outcomes are complex phenomenon influenced by a multitude of factors, it is need to considering the direct and indirect causal relationship among various factors. Therefore, the purpose of this study was to develop the causal model that explains the learning outcomes (satisfaction learning persistence) in corporate e-learning. This study was also intended to examine the causal relationship between the interaction and learning persistence through satisfaction mediators. For this, online survey was conducted with a sample of 270 learners who enrolled in cyber training course at A company. The major findings of this study are as follows: First, internality (internal locus of control, ${\beta}=.154$), interaction (${\beta}=.489$), satisfaction (${\beta}=.304$) have direct effect on learning persistence. Second, the interaction has direct effect on the satisfaction (${\beta}=.320$). Third, the satisfaction has direct effect on the learning persistence, and mediating the interaction and learning persistence. This result will contribute to build a learning strategy to improve learning outcomes.