Investigating the Structural Relationships among Sense of Presences and Institutional Support Toward Online Learner Satisfaction in a Cyber University
(주)학지사
- 최초 등록일
- 2017.04.17
- 최종 저작일
- 2016.12
- 12페이지/ 어도비 PDF
- 가격 4,100원
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 이화여자대학교 교과교육연구소
ㆍ수록지정보 : 교과교육학연구 / 20권 / 6호
ㆍ저자명 : Joo Young Ju, Joo Jae-Eun, Kim Eun Kyung
목차
I. Introduction
II. Theoretical background
III. Research Methods
IV. Results
V. Conclusions
References
영어 초록
This study analyzes the online survey results of 788 students at W Cyber University to investigate the structural
relationships among learners' sense of presence of the Community of Inquiry framework (Teaching, Cognitive, and Social Presence)
and institutional support toward learner satisfaction by applying structural equation modeling. After satisfying the fitness
of the measurement and the structural models, this study confirmed the direct effect of Teaching Presence, Cognitive Presence,
and institutional support on learner satisfaction. Social Presence, however, did not show a significant causal relationship toward
satisfaction, probably due to the lower level of learners' perception and needs for Social Presence in this study. These results
suggest that online education should establish strong Teaching Presence with clear learning objectives and immediate feedback,
and Cognitive Presence emphasizing on interactive, reflective learning activities to generate new knowledge. It was also confirmed
that institutional support such as quality administrative assistance and institutional culture had a direct effect on learner
satisfaction in a cyber university. In order to understand and improve learners' experiences in an online learning environment,
research on the multiple components of the Community of Inquiry's presences, and how these components interact with other
learning conditions (e.g. learners' characteristics) is suggested.
참고 자료
없음
"교과교육학연구"의 다른 논문
더보기 (3/8)