• Journal of the Korea Society of Computer and Information
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• v.14 no.5
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• pp.201-209
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• 2009

RThe main object of this study is to stipulate the relation between e-learning characteristics and e-learner's scholastic performance through the integrated study model of perspective of educational technology and information technology. Using e-learning system quality, e-learning contents characteristics and interaction as independent variable, e-learner's scholastic performance as dependent variable and learning motivation as mediator, this study has examined the relationship among these variables. Two hundreds and twelve undergraduates in cyber university participated in the survey and filled out questionnaires related to this study. The main results are as followed. First, content's quality, technical quality and the support of school affairs have a significant effect on the e-learner's scholastic performance. Second, Learning motivation plays a partial mediating role in the relationship between e-learning characteristics and e-learner's scholastic performance. The meaningful implication of this study is that to improve e-learner's scholastic performance, we have to offer e-learners more customized various learning plans, learning contents and interaction between e-learners and e-learning systems.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.364-372
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• 2016

This study examined the multi-phrased effects and outcomes of adult female learners who participated in lifelong learning activities, as well as the proposed structural relationships among the five latent variables. Questions established to achieve the purpose of the study are as follow: What effects do the learner's characteristics, lifelong education institutions, learning flow, and learning satisfaction have on the learning come? The participants of the survey numbered 632, but 54 respondents who were unreliable or did not complete their survey were excluded. A total of 578 cases were analyzed for this research. The structural relationships among the five latent variables-learner's characteristics, lifelong education institutions, learning flow and learning satisfaction, and learning outcome of the adult female learners-AMOS 18.0 program were also used for structural analysis. The major findings of this research are as follows. First, the model fitness showed that the hypothetical model provided a reasonable fit to the data ${\chi}^2=224.267$ (df=69, p<.001), RMSEA=.062, TLI=.943, RFI=.920, CFI=.957, IFI=.957, NFI=.939. Second, the learner's characteristics ( =.218, p<.001) and lifelong education institutions ( =.301, p<.001) have a direct effect on the learning outcomes. The learning flow ( =-.149 p=.541) does not have a direct effect on the learning outcome. Learning satisfaction ( =.405 p<.001) have a direct effect on the learning outcome. To put findings above together, in respect to adult female learners' performances, the learning outcomes are influenced directly by the learner characteristics, conditions of the lifelong education institutions, and learning satisfaction, whereas satisfaction indirectly affects the learners' learning outcome.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.183-205
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• 2018

This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.

• The Mathematical Education
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• v.61 no.4
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• pp.613-629
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• 2022

This study explored the heterogeneous latent group on the influence of the learner's perceived math teaching method(instructor-centered, learner-centered) on math self-efficacy. In order to profile the characteristics of the detected latent group, the distribution of variables was confirmed, and multi-group analysis was conducted by SEM. According to the analysis results, two latent groups were detected, and the instructor-type group and the learner-type group were named. As a result of post-hoc analysis, the perception of instructor-centered classes and learner-centered classes, and the perception of math teaching ability were similar between the instructor-type and the learner-type group. But the instructor-type group had higher math self-efficacy, math interest, and math class engagement than the learner-type group. Also, in the instructor-type group, the effect of perception of math teaching ability on math self-efficacy and math class engagement was greater than that of the learner-type group. Whereas, in the learner-type group, the effect of math interest on math self-efficacy and math class engagement was greater than that of the instructor-type group. This study presented a new research method on the influence of math teaching methods on learners by applying the REBUS-PLS method.

• Journal of the Korea Society of Computer and Information
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• v.14 no.2
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• pp.59-68
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• 2009

This paper aims to explore the factors of learner's flow and to develop and validate a scale to measure the flow in Massive Multiplayer Online Role Playing Game(MMORPG) for education. First of all, potential factors were drawn through literature review. The potential stage comprises 6 factors(learner's psychological characteristics, learner's skill, importance of game, environment for learner, instructional design, and instructional environment) and 16 subfactors. With total 48 items developed. a survey was carried out among 293 elementary learners who had been participating in a commercial MMORPG for English skills to measure their flow in the MMORPG by utilizing the potential scale. Using the responses collected from 288 respondents, exploratory factor analysis, reliability analysis, and confirmatory factor analysis were performed. The expository factor analysis showed that items within each sub-factors could be bound into one factor. That is, the variables evaluating learner's flow were divided into six factors(learner's psychological characteristics, learner's skill, importance of game, environment for learner, instructional design, and instructional environment). And these factors were interpreted consisting of 16 sub-ones. Reliability estimates indicated that the evaluation tool had good internal consistency. The confirmatory factor analysis did confirm the model suggested by the expository factor analysis. Over fit measures(CFI, NFI, NNFI) showed the good suitability of the model. Findings of this study confirmed the validity and reliability of the scale to measure learner's flow in MMORPG.

• The Journal of Information Systems
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• v.18 no.3
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• pp.1-25
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• 2009

As many universities introduce e-Learning classes as formal courses, numerous research topics relating to c-Learning such as, defining e-Learning, identifying factors affecting successful e-Learning deployment and examining relationships between the factors in e-Learning classes need to be focused on. However, most researches thai have been undertaken only consider the positive side or right functional dimension. This can result in e-Learning dissemination at universities being overlooked. In accordance with this indispensability, the negative factors, which are potentially inherent in e-Learning learner's perception and affect personnel e-Learning acceptance in university classes need 10 be acknowledged. The purpose of this study was to identify the negative factors affecting personnel e-Learning acceptance and to analyze the interrelation among the factors in this research model. The two independent variables avoidable convenience and reliant convenience, based on pilot test results, and self-efficacy and perceived playfulness, based on the relevant literature, are used to examine the research model. The research problem was tested with data collected from 446 respondents in 12 universities. This study developed and empirically analyzed a model representing the relationship by using the Structural Equation Model. The major findings of this study are, firstly, that the higher reliant convenience is negatively affecting the degree of system use and learner satisfaction, whereas avoidable convenience is only affecting the learner satisfaction. Secondly, the higher self-efficacy and stronger perceived playfulness affects the degree of system use as well as learner satisfaction. Finally, the degree of system use affects the learner satisfaction.

• Journal of Information Technology Applications and Management
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• v.14 no.2
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• pp.27-47
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• 2007

In an effort to apply IT to practices of learning, universities are trying to implement e-Learning systems and expanding the extent of their usage. Nowadays, e-Learning systems are not only used for conducting web-based distance learning, but also used for supporting traditional classes education by encouraging communication and information sharing between instructors and learners or among the learners. There is relatively lack of studies on the exploitation of e-Learning systems in the traditional classes, in comparison with a distance education. Specifically, howe-Learning systems could support the traditional class and/or which benefits e-Learning systems could offer in the classes are among the important issues. In this study, we suggest that e-Learning systems would be the rich media to communicate and exchange information among people who participate in a class. We derive key variables like media richness and media experience from Media Richness Theory and from Channel Expansion Theory. Moreover, Media usefulness and Satisfaction of a learner with e-Learning system is drawn from the literature on IS success. We examine the effects of perceived media richness, media usefulness, and media experience on leaner's satisfaction with e-Learning systems. In addition, we also investigate learner's media usefulness perception which is positively related to media richness and media experience. Finally, learner's experience with e-Learning systems affects perceived media richness. Based on the results of an empirical test. we first suggest that perceived media richness with e-Learning systems contributes to increase media usefulness and satisfaction of a learner. Second, media experience is an important predictor of media richness and media usefulness perception. Consequently, the result can support Channel Expansion Theory. Finally, media usefulness perception affects learner's satisfaction with e-Learning systems.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.918-925
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• 2006

Recent development of teachable agent provides learners with active roles as knowledge constructors and focuses on the individualization. The aim of this adaptive agent is not only to maximize the learner's cognitive functions but also to enhance the interests and motivation to learn. In order to establish the relationships among user characteristics and response patterns and to extract the algorithm among variables, we measured the individual characteristics and analyzed logs of the teachable agent named KORI (KORea university Intelligent agent) through the student modeling. A correlation analysis was conducted to identify the relationships among individual characteristics, user responses, and learning outcomes. Among hundreds of possible relationships between numerous variables in three dimensions, nine key user responses were extracted, which were highly correlated with either individual characteristics and learning outcomes. The results suggest that certain type of learner responses or the combination of the responses would be useful indices to predict the learners' individual characteristics and ongoing learning outcome. This study proposed a new type of dynamic assessment for individual differences and ongoing cognitive/motivational learning outcomes through the computation of responses without measuring them directly. The construction of individualized student model based on the ongoing response pattern of the user that are highly correlated with the individual differences and learning outcome may be the useful methodology to understand the learner's dynamic change during learning.

• Educational Technology International
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• v.6 no.2
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• pp.113-130
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• 2005

The purpose of this study was to determine the teaching styles of professors who teach adult students in selected higher institutions. It also identified whether professors' teaching styles were teacher-centered or learner-centered and examined the relationship between instructors' teaching styles and such instructor demographic variables as gender, years of teaching experience, and taught level of courses. This study used The Principles of Adult Learning Scale(PALS) (Conti,1983) to measure instructional preferences. Demographic characteristics were collected through a personal data inventory. The analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) tests were used to analyze the data. The data were examined for significance at the .05 level of confidence by means of analysis of variance. The dependent variables in this study were teaching styles of full-time professor, as represented by the seven subscores from the standardized instrument on the PALS. The seven subscores were: (1) learner-centered activities, (2) personalizing instruction, (3) relating to experience, (4) assessing student needs, (5) climate building, (6) participation in the learning process, and (7) flexibility for personal development. The study established that there was a significant difference in mean scores on the PALS between participants when examined by the number of years of teaching experiences.

• The Journal of Information Systems
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• v.11 no.1
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• pp.51-74
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• 2002

The purpose of this study is to empirically investigate critical success factors for effective implementation of web-based distance learning system. First of all, four critical success factors are theoretically derived from reviewing previous research. They are: (1) learner-related factor including the variables such as teaming ability, learning attitude, and attending motivation, (2) environmental factor including the variables of physical and mental support for learners, (3) instructional design factor represented by one variable, the degree of appropriateness of learning contents, and (4) the factor concerning the level of self-directed learning readiness embracing the variables such as curiosity for learning, openness towards challenge of learning and affection for learning. Subsequently, the relationships between these four critical success factors and the degree of learning satisfaction are empirically investigated. The data for empirical analysis of the research are collected from 1,020 respondents who have already passed the web-based distance learning courses which have been implemented in Information and Communication Officials Training Institute. Out of 1,020 responded questionnaires, 875 data were available for statistical analyses. The main results of this study are as follows. Firstly, the most important factor for successful implementation of the web-based distance learning system is shown to be the instructional design factor, and in the next place, the self-directed learning readiness factor, the environmental factor and the learner-related one in sequence. Secondly, additional analysis of the variables included in the instructional design factor shows that availability of practical information and knowledge is the most influencing variable, and next, interesting composition of contents, reasonable learning amount, optimal level of instruction, and understandable explanation are significantly important in the descending order. Lastly, among learning motivators, strong intention of acquiring business knowledges and skills is found to be the most important satisfier in the web-based distance learning. The theoretical contribution of this study is to derive a comprehensive model of critical success factors for implementing the web-based distance learning system. And, the practical implication of this study is to propose efficient and effective guidelines for developing and operating the web-based distance learning system in the various kinds of organizations.