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Structural Relationships among E-learners' Sense of Presence, Usage, Flow, Satisfaction, and Persistence

Title
Structural Relationships among E-learners' Sense of Presence, Usage, Flow, Satisfaction, and Persistence
Authors
Joo, Young JuJoung, SunyoungKim, Eun Kyung
Ewha Authors
주영주
SCOPUS Author ID
주영주scopus
Issue Date
2013
Journal Title
EDUCATIONAL TECHNOLOGY & SOCIETY
ISSN
1436-4522JCR Link
Citation
vol. 16, no. 2, pp. 310 - 324
Keywords
Sense of teaching presenceSense of cognitive presenceUsageLearning flowSatisfaction
Publisher
IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
Indexed
SCOPUS WOS scopus
Abstract
This study aimed to investigate the structural relationships among teaching presence, cognitive presence, usage, learning flow, satisfaction, and learning persistence in corporate e-learners. The research participants were 462 e-learners registered for cyber-lectures through an electronics company in South Korea. The extrinsic variables were sense of teaching presence, sense of cognitive presence, and usage. According to structural equation modeling, each of these variables and flow significantly affected satisfaction. Although sense of teaching presence and satisfaction significantly affected sense of cognitive presence, usage and flow did not significantly affect learning persistence. Accordingly, we established a corrected model after removing insignificant paths and investigated again. We confirmed that learning flow significantly intermediated among sense of teaching presence, sense of cognitive presence, and satisfaction but not between usage and satisfaction. In addition, satisfaction intermediated among sense of teaching presence, sense of cognitive presence, usage, flow, and learning persistence. These findings demonstrate the importance of sense of teaching presence, sense of cognitive presence, and usage for e-learners. We expect that the results will contribute to the formation and improvement of fundamental learning strategies for successful e-learning.
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사범대학 > 교육공학과 > Journal papers
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