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홍콩학회 101214 최종안
- 1. Young Ju Joo Hyun Soo Son Ae Ri Han Sun Hee Kim Ewha Womans University, Korea 15 – 17 December 2010, Hong Kong 2nd EAI Conference Supported by National Research Foundation of Korea Grant funded by the Korean Government (2009-0084920)
- 2. Content 1. Introduction 2. Theoretical Background 3. Research Method 4. Research Results 5. Conclusion and Discussion
- 13. Research Method 3 . * 5 point Likert scale Instrument Components Source Cronbach’s α item Internal Locus of Control Levenson (1981) .71 7 items Example I think I can study successfully in this course. Perceived Institutional Support Kim(2009) .89 6 items Example My peers gave me information that helped me get involved in the class session. Flow Kim(2009) .80 5 items Example I was able to concentrate on the course contents. Perceived Learning persistence Shin(2003) .85 5 items Example I would like to learn more about this course.
- 22. Thank You. Young Ju Joo(youngju@ewha.ac.kr) Hyun Soo Son(sondeborah@hanmail.net) Ae Ri Han (tracy3690@naver.com) Sun Hee Kim(loveangel29@hanmail.net) Ewha Womans University, Korea
Notas del editor
- These are the literature reviews in this study
- Based on the literature reviews we saw the previous slide, we established hypothetical research model and hypothesis here.
- We used the convenient sampling method since we needed to use a cyber university which has well-established systems and history of supporting a cyber education process and satisfying the student’ needs better. W Cyber university is the one of the first online university in South Korea and founded in 2009 It has been systematically conducting cyber education. And furthermore, an overall evaluation of Korean cyber universities awarded W cyber university an outstanding cyber university by Korean Government. W cyber university has classes about Korean traditional culture like Korean Costume Science, Oriental Medicinal Cosmetics and Arts, Tea Culture Business and etc.
- 586 subjects completed the surveys, and the details of the subjects are here.
- We conducted the two surveys displayed in the students management systems on W cyber university’s website. First survey was displayed in the beginning of the first semester in 2009. And second survey was displayed at the end of the semester.
- These are our research instruments. As it shows all the reliability of components are accepted.
- Here is descriptive statistics and correlation. Click All variables showed normality curve and be significantly correlated to each other.
- In order to confirm the measurement model, we conducted confirmatory factor analysis As you can see the measurement model fitness was good.
- As a second step, we analyzed the structural model and examined the research hypotheses based on the result. The fitness index indicated that the structural model’s fitness was good. This figure shows the result of direct effects among structural model. All exogenous variables significantly affected their endogenous variables except the path through perceived Institutional Support to perceived learning persistence. So we modified the hypothetical model by eliminating the path which wasn’t significant.
- This is the result of the modified model's fitness. As you see, The fitness index indicated that the modified model fitness was good. And after that, we conducted Sobel test to examine flow’s mediating effect and as a result, all of the mediating effects were proved significant. The indirect effect via the intermediation of flow was significant at the level of .05. Z value presented as follow.
- This table shows the result of direct and indirect effects among modified model. From the table, we found that flow is the most effective variable on perceived learning persistence.
- To sum up, for hypothesis 1 and 3 were fully accepted, but for hypothesis 2 was partially accepted.
- From the results, we found that perceived institutional support did not directly affected perceived learning persistence. While the effects of internal locus of control on outcome variables show consistent results with previous works, But perceived institutional support showed inconsistent results. It may be appropriate to assume that most of the relevant previous studies only theoretically discussed the relationship between perceived institutional support and perceived learning persistence. Also, e-learning systems of W cyber university is not sufficient to support cyber learning efficiently. Few interactions are occurred in learning because of simple menu design and most materials are delivered in a text-based format. And, this study also found that flow intermediates the relationship between internal locus of control and perceived learning persistence, and that between perceived institutional support and perceived learning persistence. That is to say, through flow, we can find the way to improve perceived learning persistence. For this, Hoffman and Novak(1996) suggested that concrete support strategies, such as establishing clear learning objectives, encouraging the sense of challenge, and providing immediate feedback and practical projects are all necessary for flow.
- Lastly, we suggest the following agenda for the further study of the cyber-learning environment. First, Other variables that affect learning outcomes need to be examined in future study. Also, further studies can utilize various other indices, such as achievement, satisfaction, participation, etc., as learning outcome variables. Second, We did not base learning persistence on factual student drop out data but on the learner’s emotional state. Therefore, we recommend further research on individual dropout.
- Thank you for listening.