e-러닝 사용 선행요인에 대한 3개국 비교연구-한국, 베트남, 싱가폴 A Comparative Study on the Precedents of E-learning Use of the Internet among S. Korea, Vietnam, and Singapore원문보기
이 논문의 목적은 첫째 온라인에서 학습활동을 하는 e-러닝 이용자의 사후 태도에 영향을 미치는 선행요인을 파악하고, 어떤 요인들이 사후태도에 주로 영향을 미치는가를 파악하는 것이다. 둘째, 한국, 베트남, 싱가폴의 e-러닝 사용자들을 조사 대상으로 하여 3개국 간에 사회적, 문화적, 지리적 차이에 따라 e-러닝과 관련된 선행요인과 사후태도에 유의한 차이가 있는가를 파악하는 것이다. 이 논문에서는 ANOVA 기법을 사용하여 e-러닝 선행요인에 차이가 있는지 확인했으며, 회귀분석을 통하여 3개 국가별로 어떠한 선행요인이 e-러닝 후행요인에 영향을 주는지 밝히고, 국가간 차이를 확인하였다. 분석결과 국가간에 선행요인에 차이가 있었으며, 각 국가별로 e-러닝 후행요인에 영향을 미치는 선행요인도 차이를 발견할 수 있었다. 발견된 국가별 차이점은 각국의 e-러닝 사업 실무자에게 의미있는 시사점을 제공할 수 있다. 향후 조사대상을 초중고생에까지 확대 연구할 수 있을 것이다.
이 논문의 목적은 첫째 온라인에서 학습활동을 하는 e-러닝 이용자의 사후 태도에 영향을 미치는 선행요인을 파악하고, 어떤 요인들이 사후태도에 주로 영향을 미치는가를 파악하는 것이다. 둘째, 한국, 베트남, 싱가폴의 e-러닝 사용자들을 조사 대상으로 하여 3개국 간에 사회적, 문화적, 지리적 차이에 따라 e-러닝과 관련된 선행요인과 사후태도에 유의한 차이가 있는가를 파악하는 것이다. 이 논문에서는 ANOVA 기법을 사용하여 e-러닝 선행요인에 차이가 있는지 확인했으며, 회귀분석을 통하여 3개 국가별로 어떠한 선행요인이 e-러닝 후행요인에 영향을 주는지 밝히고, 국가간 차이를 확인하였다. 분석결과 국가간에 선행요인에 차이가 있었으며, 각 국가별로 e-러닝 후행요인에 영향을 미치는 선행요인도 차이를 발견할 수 있었다. 발견된 국가별 차이점은 각국의 e-러닝 사업 실무자에게 의미있는 시사점을 제공할 수 있다. 향후 조사대상을 초중고생에까지 확대 연구할 수 있을 것이다.
This study examined the major precedent variables that could affect e-learning users' attitudes in two highly-networked countries and a sharply-spreading country in East Asia, namely South Korea, Vietnam, and Singapore. This research also reviewed why e-learners were using the Internet for their stu...
This study examined the major precedent variables that could affect e-learning users' attitudes in two highly-networked countries and a sharply-spreading country in East Asia, namely South Korea, Vietnam, and Singapore. This research also reviewed why e-learners were using the Internet for their study and unveiled cross-national differences in antecedents of online activities, motivations, intention to use, and enhancement in performance among three countries. This paper could see if there were any differences in precedents of e-learning among the countries by ANOVA. Plus, the study uncovered that what precedents impacted the follow-ups of e-learning by regression analysis in each country. The paper found out that differences in social and cultural aspect influenced on the precedents and the follow-ups of e-learning among the countries. For example, Korean learners had stronger utilitarian motivations for e-learning while the Vietnamese and the Singaporean did not. Korean and Singaporean learners were more strongly influenced to visit e-learning sites by their friends and lecturers than the Vietnamese.
This study examined the major precedent variables that could affect e-learning users' attitudes in two highly-networked countries and a sharply-spreading country in East Asia, namely South Korea, Vietnam, and Singapore. This research also reviewed why e-learners were using the Internet for their study and unveiled cross-national differences in antecedents of online activities, motivations, intention to use, and enhancement in performance among three countries. This paper could see if there were any differences in precedents of e-learning among the countries by ANOVA. Plus, the study uncovered that what precedents impacted the follow-ups of e-learning by regression analysis in each country. The paper found out that differences in social and cultural aspect influenced on the precedents and the follow-ups of e-learning among the countries. For example, Korean learners had stronger utilitarian motivations for e-learning while the Vietnamese and the Singaporean did not. Korean and Singaporean learners were more strongly influenced to visit e-learning sites by their friends and lecturers than the Vietnamese.
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문제 정의
This research also reviews why e-learners are using the Internet for their study and unveils cross-national differences in antecedents of online activities, motivations, intention to use, and enhancement in performance among three countries. The final purpose of the study is to uncover the precedent factors of e-learning use of the Internet and to find out cross-national or culture-specific and Internet use-specific variations if exist.
The paper discovered that major different factors pertinent to e-learning use of the Internet impacted on e-learners in each country. This exploratory research deserves attention both from researchers and practitioners who might be interested in e-learner behaviors which could have implications for their business and further studies on Web-based education.
This study suggests insights into cross-national understanding of e-learner behavior and activity. This paper makes a contributions to suggesting a cross-national approach to e-learner behavior, and an identification and cross-national comparison of precedent factors that have effects on e-learner behavior. This paper has some limitations.
This exploratory research deserves attention both from researchers and practitioners who might be interested in e-learner behaviors which could have implications for their business and further studies on Web-based education. This study suggests insights into cross-national understanding of e-learner behavior and activity. This paper makes a contributions to suggesting a cross-national approach to e-learner behavior, and an identification and cross-national comparison of precedent factors that have effects on e-learner behavior.
제안 방법
Based on prior research on Internet usage, this paper conducted factor analysis after dividing 21 items on motivations into five concepts to enhance their conceptual validity. During the factor analysis, factors with Eigenvalue of at least 1.
First, an explanatory factor analysis was used to find out precedent constructs that have an influence on e-learning users’ follow-ups.
This explanatory study aimed at indicating cross-national determinants influencing e-learning users’ attitude, identifying precedents of e-learning use of the Internet in each country, and ensuring whether differences and similarities in the pattern of e-learning use exist or not. For the purpose of this research, a survey was performed in each country, which consisted of three groups of precedents and a group of follow-ups, which were put into statistical analysis.
This research measured factors from only online education attitudes. Further study may measure synergy of inline and offline education through investigating student behaviors with the combination of e-learning and offline learning.
Secondly, this paper conducts descriptive analysis of four antecedents, five e-learning motivations, three follow-ups (concentration, intention, and performance), and two types of e-learning activities (spending time on e-learning and frequency in accessing the Web for e-learning) in three countries. Using ANOVA, this paper clarifies whether there are any significant differences in means of precedents and follow-ups constructs relating to e-learning among three countries.
Third, this paper makes a hierarchical regression analysis to unveil the differences in the relationships between precedents and follow-ups among three countries.
This study examines the major precedent variables that affect e-learning students with focusing on the Internet use in two highly-networked countries and a sharply-spreading country in East Asia, namely South Korea, Vietnam, and Singapore. This research also reviews why e-learners are using the Internet for their study and unveils cross-national differences in antecedents of online activities, motivations, intention to use, and enhancement in performance among three countries. The final purpose of the study is to uncover the precedent factors of e-learning use of the Internet and to find out cross-national or culture-specific and Internet use-specific variations if exist.
This study examines the major precedent variables that affect e-learning students with focusing on the Internet use in two highly-networked countries and a sharply-spreading country in East Asia, namely South Korea, Vietnam, and Singapore. This research also reviews why e-learners are using the Internet for their study and unveils cross-national differences in antecedents of online activities, motivations, intention to use, and enhancement in performance among three countries.
대상 데이터
The survey data was gathered in major cities of S. Korea, Hanoi Vietnam, and Singapore during August of 2014 through July of 2016. Undergraduate and graduate students who have e-learning experience were asked to participate in the survey.
데이터처리
To access the internal reliability of antecedents, motivations, and follow-ups identified from the explanatory factor analysis, coefficients of Cronbach alpha which shows the degree of internal consistency of the constructs were calculated. As Table 2 shows, all coefficient alpha values exceeded 0.
이론/모형
To measure motivations, 21 items were categorized into four motivation groups; three utilitarian motivations (perceived usefulness, enriched information, and easiness of use), an environmental motivation (social influence from friends, lecturers, and mass media), and a psychological motivation (study with joyfulness and curiosity or enthusiasm for study). All items were measured on a 5-point Likert-type scale.
0 were used to access the number of factors to extract. To get a simpler factor structure resulted in each factor representing a distinct construct, the extract method used in this analysis was Principal Component analysis with VARIMAX rotation with Kaiser Normalization.
To identify and evaluate the factor solution, this study ran the Bartlett's test which is useful to examine whether or not the correlation matrix is appropriate for factoring.
성능/효과
Table 3 shows a result of descriptive analysis of four antecedents, five e-learning motivations, three follow-ups in each country. First, a series of ANOVA on precedents of experience and skill showed that the Korean sample had the longest Internet experience (mean = 9.01 years) at 0.01 significant level.
Third, on follow-ups factors, the result of ANOVA showed that Korean and Singaporean e-learners had significantly higher intention to use afterwards at 0.01 significant level and obtained higher performance than Vietnamese learners.
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