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

Autor/inn/en	Joo, Young Ju; Joung, Sunyoung; Kim, Eun Kyung
Titel	Structural Relationships among E-Learners' Sense of Presence, Usage, Flow, Satisfaction, and Persistence
Quelle	In: Educational Technology & Society, 16 (2013) 2, S.310-324 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Electronic Learning; Foreign Countries; Virtual Classrooms; Predictor Variables; Structural Equation Models; Participant Satisfaction; Learner Engagement; Social Cognition; Achievement Need; Teaching Methods; Likert Scales; Outcome Measures; Correlation; Measurement Techniques; Construct Validity; Surveys; Corporate Education; Aptitude Treatment Interaction; South Korea + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Soziale Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Korrelation; Messtechnik; Survey; Umfrage; Befragung; Korea; Republik
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. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10