• Title/Summary/Keyword: use for learning

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An Empirical Study on the Critical Factors for Successful m-Learning Implementation (성공적인 m-Learning 구현을 위한 핵심 요인에 대한 연구)

  • Whang, Jae-Hoon;Kim, Dong-Hyun
    • Journal of Information Technology Applications and Management
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    • v.12 no.3
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    • pp.57-80
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    • 2005
  • This study defined the notion of general idea on m-learning as based upon e-Learning and mobile internet related literature review and identified the m-Learning distinctive features. Also, this study has searched for factors that are expected to influence the use intended for m-Learning from self-regulated learning, which is acknowledged to be a useful method for learning accomplishment in education field, in order to measure the relationship between learners' motivation and use intention. Then it has empirically validated the conceptual model based on Davis' TAM (Technology Acceptance Model) As a result, self-efficacy, self-determination, interest, contents quality, time management, help seeking, and Peer study are factors affecting Perceived usefulness. Also self-efficacy, self-determination, interest, contents qualify, time management, and peer study are factors affecting perceived ease of use. Finally both perceived usefulness and perceived ease of use are significant factors affecting use intention.

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A Study on the Factors Affecting Intention on Continuous Use of Mobile Learning in Cyber University (이러닝과 연계된 모바일러닝에서 사이버대학생의 지속사용의도와 영향요인간 구조적 관계 분석)

  • Ju, Young ju;Shin, Eui Kyoung;Ham, Yu Kyoung
    • The Journal of Information Systems
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    • v.23 no.3
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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.

Investigating the Use of Mobile Learning Applications and Their Influencing Factors: A Comparative Study of Chinese and Korean Users (모바일 러닝 애플리케이션 이용과 영향 요인 연구: 중국과 한국 사용자 비교 연구)

  • YIWEN, FAN;Lee, Ae Ri
    • Knowledge Management Research
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    • v.20 no.4
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    • pp.149-168
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    • 2019
  • In the era of the Fourth Industrial Revolution, digital transformation is emerging in the education and learning fields. As the use of the mobile Internet and mobile devices has become a daily life, mobile learning that supports a variety of learning in a mobile environment is drawing attention. Mobile learning applications (apps) are expected to expand their use by providing a convenient learning environment anytime, anywhere. This study investigates the use of mobile learning apps in English education, which is one of the most popular learning areas, and empirically examines the factors that influence the continuous use of mobile learning apps. In particular, it analyzes the differences between Chinese and Korean users. The results of this study provide theoretical and practical implications to promote the development of mobile apps suitable for mobile learning environments and the sustainable user growth in mobile learning.

Role of Distance Learning Self-Efficacy in Predicting User Intention to Use and Performance of Distance Learning System (학습자의 원격교육시스템 이용 의도와 성과에 대한 원격교육 자기효능감의 역할)

  • Ryu, Il;Hwang, Joon-Ha
    • Asia pacific journal of information systems
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    • v.12 no.3
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    • pp.45-70
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    • 2002
  • This paper examines the role of distance learning self-efficacy, belief in one's capabilities of using a system in the accomplishment of web-based distance learning, in predicting user intention to use and performance of distance learning system. It used self-efficacy theory and technology acceptance model(TAM) to build a model that predicts relationships between antecedents to students' distance learning self-efficacy assessments and their behavioral and attitudinal consequences. The model was tested using LISREL analysis on the sample of 250 students who have worked with the Distance Learning System. The results indicated partial support for the conceptual model. In accordance with TAM, perceived usefulness had strong direct effects on intention to use and performance, while perceived ease of use had both direct and indirect effects on intention to use, but not performance. Distance learning self-efficacy had only direct effect on perceived ease of use to use. Computer experience was found to have a strong positive effect on distance learning self-efficacy, and computer anxiety had a negative effect on distance learning self-efficacy. Implications of these findings are discussed for researchers and practitioners.

Exploring the Relationships between Adolescents' Perceived Achievement Goals, ICT Use in Education, Academic Achievement, and Attitudes toward Learning

  • NAM, Chang Woo;JEON, Hun
    • Educational Technology International
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    • v.16 no.2
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    • pp.111-140
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    • 2015
  • Perceived control and use of Information and Communication Technology (ICT) has long been known as important aspects of students' achievement. The purpose of this study was to explore the relationship between adolescents' perceived achievement goals, their Individual ICT use, ICT use for government-sponsored educational programs on television or the Internet, academic achievement and the attitude toward learning. Most previous research has employed cross-sectional data analysis using relatively small samples. For this purpose, this study used the datasets of the Seoul Education Longitudinal Study (SELS 2011) from Seoul Educational Research & Information Institute. We analyzed structural equation modeling (SEM) a nationally represented sample (4,346 eighth-grade students). The results of this study showed that students' perceived achievement goals had a positive relationship with their individual ICT use, and their use of ICT programs for government-sponsored educational programs on television or the Internet. Also, students' individual ICT use had a positive relationship with their achievement, but ICT use for government-sponsored educational programs on television or the Internet did not have a significant relationship with their achievement. That is, students' individual ICT use mediated the relationship between their perceived goals and academic achievement. In addition, results indicated that students' individual ICT use and ICT use for government-sponsored educational programs on television or the Internet had a positive relationship with their attitude toward learning. That is, both students' individual ICT use and ICT use for government-sponsored educational programs on television or the Internet mediated the relationship between their perceived goals and their attitude toward learning.

The Structural Relationship among the Usefulness, Ease of Use, Intention to Use, and Learning Utilization of Smart Learning Devices Recognized by College Students (전문대학생이 인식한 스마트 학습기기의 유용성, 용이성, 사용의도 및 학습 활용의 구조적 관계)

  • Kim, Dae-Myung
    • The Journal of the Korea Contents Association
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    • v.22 no.9
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    • pp.667-677
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    • 2022
  • The purpose of this study is to analyze the structural relationship among the usefulness, ease of use, use intention, and learning utilization of smart learning devices recognized by college students. In order to achieve this, the following problems were addressed: first, how do college students' recognition of ease and usefulness of smart learning devices? second, how do college students' recognition of ease and learning utilization? third, what mediating effects od use of smart learning devices and learning utilization? As for the research method, a survey of 350 students who participated in smart learning was conducted to conduct a home review, confirmatory factor analysis, and bootsrapping for structural equation estimation and mediating analysis. As a result of the analysis on this, first, it was found that the usefulness and ease of smart learning devices recognized by college students had an effect on the intention of use. Second, it was found that the perception of the usefulness and ease of smart devices perceived by college students had an effect on the use of smart learning device learning. Third, it was found that the intention to use smart devices perceived by college students mediated the relationship between usefulness and learning utilization, and it was found that it mediated the relationship between ease and learning utilization. The implications are that instructors can recognize and utilize the intention of using smart learning devices properly by allowing college students to recognize the usefulness and ease of using smart learning devices in the classroom, thereby increasing the learning utilization of smart learning devices in class. In addition, efforts are needed to enable college students to recognize the usefulness of smart devices and to expand the use of learning.

A Study on the Operation of Education Using Library Using Flip Learning Techniques: Focusing on ubiquitous E-learning that reflects gaming elements

  • KIM, KiTae;WOO, HoSung
    • Fourth Industrial Review
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    • v.2 no.2
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    • pp.1-9
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    • 2022
  • Purpose - The purpose is to present an efficient library-use education model in the form of flip learning, reflecting traditional teaching methods and gamification elements even in such non-face-to-face and face-to-face situations after COVID-19. Research design, data, and methodology - Research on library use education, research on ubiquitous environment and gamification instructional design, flip the learning, and gamification elements are classified, compared, and analyzed to present educational models for library education, COVID-19 Pandemic situation, and subsequent library use education. Result - We propose an e-learning content development strategy for flipped learning-based library education. First, benchmark and use the existing educational contents. Second, a user-friendly interface is configured so that learners can flexibly organize their learning contents. Third, it allows learners to experience it directly or indirectly in a virtual space. Conclusion - If the e-learning environment can be standardized to the level of schools or educational institutions, a good educational model that can be used not only in library user education but also in other fields will be possible.

A Study on the Use of Technology in Teaching-learning School Mathematics (학교수학 교수.학습에서 기술공학의 활용 연구)

  • Lee, Jung-Rye
    • Communications of Mathematical Education
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    • v.24 no.1
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    • pp.29-48
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    • 2010
  • The purpose of this paper is to discuss about the use of technology in teaching-learning school mathematics. In this paper, we study the theoretical background of teaching-learning school mathematics by the use of technology. For the purpose of successful use of technology in teaching-learning school mathematics, we research the present states of it appeared in textbooks of high school mathematics And we give suggestions for the effective use of technology in teaching-learning school mathematics. Furthermore, we introduce models for teaching-learning school mathematics in areas of mathematics by the use of computer programs such as GSP, Maple, and GrafEq.

A Study on the Relationship between Using Computer for Learning and Subjective Achievement in High School (고등학생들의 학습목적 컴퓨터 사용과 고3의 주관적 학업성취도 관계 연구)

  • HEO, Gyun
    • Journal of Fisheries and Marine Sciences Education
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    • v.29 no.1
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    • pp.180-187
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    • 2017
  • The purpose of this research is to analyze the relationship between using computer for learning and subjective achievement in high school. It is also to explore the relationship among gender, school type, subjective achievement and computer use for learning. We conduct structural equational modeling analyses using Korean Child Youth Panel Study (KCYPS) data with 1st grade middle school students panel. We found these results: (a) Using computer for learning effects on the subjective achievement of 3rd grade high school students. (b) Girls more use computer for the purpose of learning than boys during high school. (c) School type has an effect on using computer for learning in high school significantly. From these results, some strategies and guides are suggested in the use of computer for learning.

A Study on the Perception and Application of Distance Learning Method to Cooking Practice Subject - College Students with Cuisine-Related Majors in Seoul and Gyeonggi Areas - (조리실기과목에 대한 원격교육방법 활용현황과 인식 조사 - 서울.경기지역 외식조리관련전공 2년제 대학생을 대상으로 -)

  • Kang, Jae-Hee
    • Journal of the Korean Society of Food Culture
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    • v.25 no.6
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    • pp.661-670
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    • 2010
  • Although many studies have suggested that introducing the distance learning method, including Web-based learning, to a practice class is effective, studies applying the distance learning method to subjects who are practicing cooking are rare. The purpose of this study was to determine the perception of the distance learning method, the degree of computer use, and the use of distance learning by college students with cuisine-related majors to practice cooking. The results showed that most students used the distance learning method, and that the method was positively perceived, as it was a great aid in learning. Most of the cooking information was obtained through the internet, and the most effective learning media for practicing cooking was "e-learning" using a computer. The most effective learning method for those who were practicing cooking was a "face-to-face learning method", because face-to-face type of teaching and learning was most universally recognized. Most of the students surveyed responded that using the distance learning method was a positive experience, indicating that cyber lectures could be applied at more universities for subjects practicing cooking.