• 한국정보시스템학회지:정보시스템연구
• /
• 제18권3호
• /
• pp.1-25
• /
• 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.

• 한국컴퓨터정보학회논문지
• /
• 제23권11호
• /
• pp.229-238
• /
• 2018

The purpose of this study is to investigate the mediating effect of learners' learning flow in the effect of presence on academic achievement in web-based e-learning. For this purpose, this study analyzed the influencing relationship between the each factor based on the structural model with the learning flow as a mediator variable. Based on existing theoretical studies, learning satisfaction and academic achievement, which represent learning outcomes, are set as dependent variables, and teaching presence, cognitive presence, and social presence are set as independent variables. Data collected from a total of 256 e-learning learners were used in the analysis of this study. According to the results of the analysis, teaching presence, cognitive presence, and social presence were found to have a significant effect on academic achievement when a learning flow is a mediator variable. Concretely, teaching presence, cognitive presence, and social presence have a positive effect on the learning flow, while learning flow has a positive effect on learning satisfaction. On the other hand, learning flow has a negative effect on academic achievement. As a result of verifying the mediating effect of learning flow on the relationship between presence, learning satisfaction, and academic achievement, there was meditating effect in the aggregate. This study implies that in order to increase the level of learning satisfaction and academic achievement, it is necessary to make the teaching-learning design in the provision of contents and materials for e-learning so that the learner can feel the presence. The results of this study can be used as a basic data for seeking support and promotion strategies for enhancement of future learning flow and presence.

• 대한간호학회지
• /
• 제40권2호
• /
• pp.182-190
• /
• 2010

Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

• 한국융합학회논문지
• /
• 제10권7호
• /
• pp.325-333
• /
• 2019

본 연구는 Kano 모델과 Timko의 고객만족계수를 이용하여 이러닝 학습자인 대학생들의 만족 및 불만족에 영향을 미치는 요인을 알아보기 위해 경상북도에 소재한 Y대학의 대학생을 대상으로 실증조사를 실시하였다. 그 결과, 첫째 시 청각적으로 학습하기 편리하고 궁금한 사항에 대해 언제든지 질문이 가능하며 교수자가 관심을 가져줄 때 학생들은 높은 매력을 느끼는 것으로 나타났다. 둘째 성적과 과제에 대한 합리적인 기준과 정확한 평가는 당연히 충족해야하는 요소로 나타났다. 셋째 기초연구의 결과에서 언급한 대학생들이 이러닝을 이용하는 가장 큰 이유인 학습시간 및 학습공간의 편의성과 학습과정의 용이성은 더 이상 이러닝을 이용하는 매력적 요소로 작용하지 않는 것으로 나타났다. 본 연구의 결과는 이원적 인식방법으로 분류된 각 요인들의 전략적 활용방안과 이러닝 교육 개발에 있어 효과적인 방향을 제시할 수 있을 것으로 생각된다.

• 대한안전경영과학회지
• /
• 제9권3호
• /
• pp.153-163
• /
• 2007

Over the fast few years, web-based e-Learning have made remarkable progress. According to advance of e-Learning, the evaluation of e-Learning effectiveness and success model become more important. This study had a focus on the effect of system characteristic of e-Learning systems and self-efficacy on learning performance. Data has been collected from 192 person experienced in e-Learning. The questionnaire method was adopted to collect the data for this study. The research was conducted by using SPSS 12.0 and AMOS 4.0. The research results and suggestions of the study are as follow. First of all, system quality and information quality of e-Learning system had positive relationship with perceived usefulness. Second, information quality was related positively to user satisfaction. Third, perceived usefulness was positively connected with user satisfaction. Fourth, user satisfaction and self-efficacy had relation to learning performance.

• 디지털산업정보학회논문지
• /
• 제16권2호
• /
• pp.69-81
• /
• 2020

The objective of this study is to seek ways to maximize learning effects from e-learning by drawing improvement directions through investigating and analyzing an awareness of e-learning among e-learning attendees. The study was conducted among the attendees who are taking the e-learning program operated by K University and collected data from the students taking second semester in 2018 with the use of structured questionnaires. For data processing, SPSS Statistics 22.0 and AMOS were used, along with such analytical methods as frequency anslysis, descriptive statistical analysis, ANOVA (Analysis of Variance), t-analysis and cross tabulation. For significant data, it conducted an analysis by carrying out the Scheffe's test. According to the findings from this study, they showed a significant difference only in gender and curriculum desired to be opened in the question about e-learning participation motives per background factor. As for the learners' motives to study, it was confirmed that they tend to become more biased on time utilization and convenience of learning methods. The analysis of which factor of the three - learning factors, system factors and instructor's factors - has greatest effects on learning satisfaction indicated that learning factors influenced learning satisfaction the most in accordance with values for non-standard coefficient beta, followed by instructor factors which had a direct effect.

• 대한인간공학회지
• /
• 제34권6호
• /
• pp.597-607
• /
• 2015

Objective: The purpose of this study is to identify the effects of sign language video location in e-learning system for the hearing-impaired. Background: E-learning education is a good way to resolve the inequality of education for the disabled. Providing a sign language video in e-learning education for the hearing-impaired is very important for their learning. Although the location of sign language video is an important factor in the design of the video, the effect of its location in learning using the e-learning system was not studied. Method: In order to identify the effect of sign language video location on the learning of the hearing-impaired using the e-learning system, the prototypes of the system with different locations were developed. Eighteen people with hearing impairment participated in this experiment. Learning presence, learning immersion, and learning satisfaction were used to measure learning effects with sign language video location. Results: Bottom right position was more preferred through preference evaluation for sign language video location. The learning effect with sign language video location (bottom-left and bottom-right) was not significant. That is, the effects of learning presence, immersion, and satisfaction were not statistically significant with video location. Conclusion: From this study, the following have to be considered in e-learning system design for the hearing-impaired. Although the location of a sign language video is not a significant factor from the experiment, the bottom right position in the design is proposed because learning presence and satisfaction is slightly higher at the bottom right position, and the position is preferred from subjective evaluation. From the analysis of interview data, it was also proposed that the design of a sign language video should be improved for the hearing-impaired. Application: The result of this study can be applied to the e-learning system design for the hearing-impaired.

• 한국콘텐츠학회논문지
• /
• 제12권5호
• /
• pp.346-356
• /
• 2012

본 연구의 목적은 오피니언 리더의 정보 매개 행위와 영향력 행사 행위가 온라인 학습의 콘텐츠 만족도와 운영 만족도에 어떠한 영향을 미치는가, 그리고 이러한 영향 관계는 사회적 지능에 의해 매개되고 있는 가를 실증적으로 규명하고자 하였다. 이론적 연구를 통해 오피니언 리더의 행위를 정보매개 행위와 영향력 행사 행위로 분석하고 학습만족도를 콘텐츠 만족도와 운영만족도로 구분했다. 관련이론과 선행연구를 기반으로 하여 가설을 설정하였으며, 연구 목적에 맞게 온라인 대학원 학생 300명을 대상으로 3주간 온라인 설문조사를 실시하여 153부의 설문지를 회수하였으며 이를 PLS 통계 프로그램을 이용해 실증분석을 실시하였다. 연구 결과를 살펴보면 첫째, 오피니언 리더의 정보 매개 행위와 영향력 행사 행위는 오피니언 리더의 사회적 지능에 정(+)의 영향력을 보였다. 둘째, 오피니언 리더의 사회적 지능은 온라인 학습 콘텐츠와 운영 만족도에 정(+)의 영향력을 보였다. 셋째, 오피니언 리더의 정보 매개 행위는 온라인 학습 콘텐츠와 운영 만족도에 영향을 미쳤으나 사회적 지능을 거쳐서도 영향을 미쳤기 때문에 부분 매개되었으며, 오피니언 리더의 영향력 행사 행위는 온라인 학습 콘텐츠와 운영 만족도에 사회적 지능을 통해 완전 매개된 형태를 보였다.

• 인터넷정보학회논문지
• /
• 제10권3호
• /
• pp.159-172
• /
• 2009

본 연구는 학습자의 측면에서 대학 e-러닝 콘텐츠의 질에 영향을 미치는 요인을 밝히고, 대학 e-러닝 콘텐츠의 질을 향상시키기 위한 구체적인 방안을 모색해 보는 데 있다. 이를 위한 구체적인 연구문제들은 다음과 같다: 1) 대학 e-러닝 콘텐츠의 질에 영향을 미치는 요인은 무엇이며, 각 요인에 대한 학습자의 인식(중요도 만족도)은 어떠한가? 2) 대학 e-러닝 콘텐츠의 질에 영향을 미치는 요인별 중요도와 만족도 사이에는 차이가 있는가? 3) 대학 e-러닝 콘텐츠의 질을 향상시키기 위한 구체적인 방안은 무엇인가? 연구대상은 대학에서 e-러닝 강좌를 수강한 경험이 있는 수도권 지역 대학생 543명이었으며, 조사도구는 선행 연구를 토대로 개발된 38개의 문항으로 구성된 설문지를 사용하였다. 자료 분석을 위해 요인분석과 대응표본 t-검증이 사용되었다. 연구 결과, 학습자의 측면에서 본 대학 e-러닝 콘텐츠의 질에 영향을 미치는 요인은 교수전략, 학습내용, 사용성, 평가/피드백, 인터페이스의 다섯 가지로 나타났으며, 모든 요인에서 중요도와 만족도 간에 통계적으로 유의미한 차이가 있었다. 또한 요인별 중요도-만족도 매트릭스 분석 결과, 1) 학습내용은 최소한 현 상태를 지속적으로 유지해야 할 요인으로, 2) 사용성, 교수 전략, 평가/피드백은 상대적으로 중요성은 떨어지지만 여전히 만족도를 높여야 할 요인으로, 그리고 3) 인터페이스는 중요하지만 만족도가 낮아 만족도를 높이기 위한 방안이 시급히 강구되어야 할 요인으로 나타났다. 이러한 연구결과에 기초하여 학습자의 측면에서 대학 e-러닝 콘텐츠의 질을 향상시키기 위한 몇 가지 시사점을 제시하였다.

• 디지털융복합연구
• /
• 제15권12호
• /
• pp.35-45
• /
• 2017

이 연구는 이러닝의 품질요인이 학습자 만족도에 미치는 영향과, 그 관계에 있어서 학습유형의 조절효과에 대해 분석하는 것을 목적으로 한다. 연구를 위해 이러닝시스템을 사용하는 대학생을 대상으로 설문조사를 실시하였으며, 데이터 분석을 위해 신뢰분석, 요인분석, 분산분석, 회귀분석을 실시하였다. 실증분석 결과 이러닝의 품질요인은 컨텐츠, 시스템, 서비스, 상호작용 등 요인으로 나뉘었고, 학습자 유형은 적극적 협동학습유형, 자기주도적 학습유형, 환경의존적 학습유형, 소극적 학습유형으로 분류되었다. 이러닝의 각 품질요소는 사용자 만족도에 정(+)의 영향을 미쳤으며, 특히 자기주도적 학습유형을 가진 그룹이 만족도 수준이 높았다. 학습유형은 품질요소와 만족도 간의 관계에서 조절효과를 보였으며, 특히, 소극적 학습유형은 커뮤니티, 교강사와의 다양한 상호작용에 미치는 조절효과가 타 유형보다 큰 것으로 나타났다. 본 연구는 이러닝의 성과에 있어 품질요소와 학습자특성 간 관계에 실증적 연구성과를 추가하였으며, 추후 이러닝 사용목적, 사용형태, 학습자 특성, 학습전략 등 이러닝의 성과 연구에 있어 타 요인들과의 관련성 연구로 확대할 필요가 있다.