Minseok Kang

An Empirical Investigation of Student Acceptance of Synchronous E-Learning in an Online University

This study proposes an extended technology acceptance model to predict acceptance of synchronous e-learning by examining relationships among variables associated with factors influencing the technology acceptance of synchronous e-learning. Learners at an online university participated through an online survey; there were 251 respondents in all. Employing structural equation modeling, we tested a hypothesized model, and the resulting model was found to have a good fit. Self-efficacy, subjective norm, and system accessibility have an effect on learners’ technology acceptance of synchronous e-learning, whereas systematic lecture content does not affect it. In addition, the perceived ease of use also has an effect on behavioral intention, whereas perceived usefulness does not. This study examined the acceptance structure of synchronous e-learning. The findings are expected to enhance the understanding of synchronous e-learning for instructors and school administrators and also provide empirical evidence that can be used to establish effective strategies.

Structural Analyses on the Effects of Self-regulated Learning and Learning Motivation on Learner-instructor Interactions and Academic Performance in College Learning Environments with e-Learning Contents

Rapid developments of Information and Communication Technologies(ICT) have made people learn with online contents allowing learning at onilne universities. The environments of offering educational contents at online universities differ from those at offline-based ones, so that alternative variables need to be considered in order to enhance learning effectiveness in online settings. In this study, the effects of Self-Regulated Learning(SRL) and motivation on learner-instructor interactions and academic performance in an online university were addressed. As a result, SRL and motivation not only directly affected both interactions and achievements, but also indirectly affected achievements via interactions. Also, learner-instructor interactions were directly effective on learning achievements. The implications of the research included comprehensive understandings of the structural relationships of teaching- and learning-related variables on learning. Suggestions were made based on the results.