• Educational Technology International
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• v.25 no.2
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• pp.369-392
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• 2024

This study was to confirm whether students' evaluation of online teaching effectiveness (SEOTE) was significantly predicted by Instructional Material Motivation Survey (IMMS) and Literacy of Learning Management System (LLMS). It was also to examine whether LLMS had a significant mediating effect between IMMS and SEOTE. Pearson correlation, multiple-regression, and mediated regression analysis were used. Participants were online college students in South Korea. A total of 210 students meaningfully responded to the Google Drive web-survey via the internet of three scales: IMMS, LLMS, and SEOTE. This study revealed that motivation had a significant effect on SEOTE (r=.78, p<.01). There was a significant positive correlation between LLMS and SEOTE (r=.64, p<.01). In addition, motivation and LLMS were significant predictors that influenced the prediction of SEOTE. The overall model of IMMS and LLMS significantly predicted SEOTE, explaining 31.4% variance in SEOTE. This study used mediated regression analysis to determine whether there was a significant mediating effect of LLMS between IMMS and SEOTE. As LLMS was added between IMMS and SEOTE, the β coefficient of motivation was decreased. Models of IMMS and LLMS significantly influenced the prediction of SEOTE. LLMS showed a significant mediating effect by influencing the prediction of SEOTE by IMMS according to the method of Baron and Kenny (1986). Consequently, meaningful parameter of LLMS showed a significant indirect or mediating effect with IMMS in predicting SEOTE.