홍콩학회 101214 최종안

Young Ju JooYoung Ju JooHyun Soo SonHyun Soo Son

Ae Ri Han Ae Ri Han Sun Hee KimSun Hee Kim

Ewha Womans University, KoreaEwha Womans University, Korea

15 – 17 December 2010, Hong Kong2nd EAI Conference

Supported by National Research Foundation of Korea Grant funded by the Korean Government (2009-0084920)

Content

1. Introduction1. Introduction

2. Theoretical Background2. Theoretical Background

3. Research Method3. Research Method

4. Research Results4. Research Results

5. Conclusion and Discussion5. Conclusion and Discussion

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1.1.

Cyber education problemsCyber education problems

49,000 undergraduate degrees and 8,700 graduate degree (2009) Total 19 cyber universities and 10,2000 enrolled learners (2010)

Cyber University in South KoreaCyber University in South Korea

In the Open University, the U.K’s online higher educational organization, the continuous registration rate is only about 50% (Simpson, 2003).

Learning in a cyber environment has a completion rate 10-20% lower than that of a traditional learning environment (Herbert, 2006).

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Perceived Learning Persistence


Introduction

1.1.Purpose of studyPurpose of study

4

Introduction

Numerous studies on how to improve perceived learning persistence… Few studies have created a structural explanation of the casual relationship among

the multitude variables affecting perceived learning persistence. The studies examining multiple variables affecting perceived learning persistence in

online programs limited their approach to the conceptual framework only. Many research studies suggested the desirability of simultaneously considering

internal variables and external variables (Packham, Jones, Miller, & Thomas, 2004; Rovai, 2003)

Previous studies reported that internal locus of control and perceived institutional support control(Parker, 1999; Liu, Lavelle, & Andris, 2002) are important in perceived learning persistence

Internal Locus of Control

Flow

PerceivedLearningPersistence

PerceivedInstitutionalSupport

Very important learning outcome variable, which can success or failure(Martinez, 2003)

Status maximizing one’s potential ability to complete activities and project and induces a superior learning outcome(Taylor, Schepers, & Crous, 2006).

22..Perceived Learning PersistencePerceived Learning Persistence

Learning persistence is a state in which learners continually participate in their educational programs and complete their courses, processes, and degrees to arrive at their educational goals (Müller, 2008).

Important emotional variable that determines success or failure in the cyber environment (Martinez, 2003).

Provides important information for determining the appropriate directions for organizational decision-making and educational program management (Willging, & Johnson, 2004).

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Theoretical Background

1 Definition

2 Critical issues

22..

1 Definition

Flow is a status in which one simultaneously feels subjective satisfaction and happiness, which increases one’s potential for performing one’s activities and projects (Csikszentmihalyi, 1990).

2 Critical issues

Feel pleasure in the learning process and participate more actively, acquiring a sense of satisfaction and achievement in the learning process (Clarke & Haworth, 1994).

Maintain a positive emotional state and are likely to participate aggressively in learning, to select projects with a higher level of difficulty, and to concentrate on the learning situation (Skinner & Bermont, 1993).

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Theoretical BackgroundFlowFlow

22..

Locus of control is the degree to which a person believes in their ability to control events and behavioral results that happen in their lives. Rotter(1966) - internal locus / external locus Levenson(1981) - internality / powerful others / chance

Administrative support and positive support from the educational organization can bring about positive learning outcomes, such as perceived learning persistence (Chung, 2000; Lee, 2003).In corporate educational environment, organizational support consists of superiors’ support, colleagues’ support, and positive organizational atmosphere.

Perceived Institutional SupportPerceived Institutional Support

1 Definition

Internal Locus of controlInternal Locus of control

1 Definition


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22..Recent Research TrendsRecent Research Trends

VariablesPrevious research in cyber education

Exogenous Endogenous

InternalLocus of Control

Flow Keller & Blomann (2008) Taylor, Schepers, & Crous (2006)

PerceivedLearning persistence

Parker (1999) Parker (2003) Morris, Wu, & Finnegan (2005) Martinez (2003) Liu, Lavelle, & Andris( 2002)

PerceivedInstitutional

Support

Flow Maurer, Weiss, & Barbeite (2003)


Martinez & Munday (1998) Zirkle (2004)

FlowPerceived

Learning persistence Clarke & Haworth (1994) Kim & Lee (2005)


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22..Hypothetical Research ModelHypothetical Research Model



Support

Flow

PerceivedLearning

persistence

Internal locus of control and perceived institutional support of cyber learners will affect flow directly.

Internal locus of control, perceived institutional support and flow of cyber learners will affect perceived learning persistence directly.

Internal locus of control and perceived institutional support of cyber learners will affect perceived learning persistence indirectly by intermediating flow.

H1.

H2.

H3.


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33..Research SubjectsResearch Subjects

W Cyber university is one of the first online university in South Korea. It has been systematically conducting cyber education. An overall evaluation of Korean cyber universities has selected it as an outstanding

cyber university (Korean Department of Education, Science, and Technology, 2007). It has many classes about Korean traditional culture like Korean Costume Science,

Oriental Medicinal Cosmetics and Arts, Tea Culture Business, etc.

W Cyber University was founded in 2001.

Every year, it has recruited about 900

students, including transfer students, for its

14 departments.

Research Method

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33..Research SubjectsResearch Subjects

During the first semester of 2009

586 completed the surveys

Subject’s background

Research Method

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33..Research ProcedureResearch Procedure

Perceived Institutional support FlowPerceived Learning persistence

Internal locus of control

End of semester

The two surveys were conducted in the student management systems on W Cyber

University's website.

Beginning of semester

1

Research Method

12

First Survey

1ST semester of 2009 W cyber University in South Korea

2 Second Survey

33..InstrumentInstrument

Components Source Cronbach’s α item

InternalLocus of Control

Levenson (1981) .71 7 items

Example I think I can study successfully in this course.

PerceivedInstitutional Support

Kim(2009) .89 6 items

ExampleMy 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.


Shin(2003) .85 5 items

Example I would like to learn more about this course.

Research Method

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* 5 point Likert scale

44..Descriptive Statistics and Correlation Descriptive Statistics and Correlation

Research Results

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1 Descriptive Analysis

All variables showed normality curve.

Mean SD 1 2 3 4

1. Internal Locus of Control

3.84 .44 -

2. Perceived Institutional Support

3.35 .72 .29* -

3. Flow 3.68 .59 .32* .48* -

4. Perceived Learning persistence

4.23 .56 .35* .41* .55* -

2 Correlation Analysis

All variables were found to be significant in the correlation among the relevant variables.(n=586)

*p<.05

44..Examination of Measurement ModelExamination of Measurement Model

Research Results

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3 Confirmatory Factor Analysis

TLI value was .993, CFI value was .996 and RMSEA value was .033.

Measurement model fitness was good!

χ2 df TLI CFIRMSEA

(90% Confidence Interval)

Measurement Model

24.80 14 .993 .996 .033(.009~.059)

Criteria - - >.90 >.90 <.08

(n=586)

44..Examination of Structural ModelExamination of Structural Model

Research Results

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4 Fitness of the Structural Model

TLI value was .988, CFI value was .994, and RMSEA value was .036.

(n=586)

χ2 df TLI CFIRMSEA


Structural Model 24.80 14 .988 .994 .036(.009~.059)

Criteria - - >.90 >.90 <.08



Support

Flow

PerceivedLearning

Persistence

.493*

.224*

.384 *

.664 *

.081

Structural model fitness was good!

44..Examination of Modified ModelExamination of Modified Model

Research Results

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5 Fitness of the Modified Model

TLI value was .987, CFI value was .993, and RMSEA value was .036.

Modified model fitness was good!

(n=586)

χ2 df TLI CFIRMSEA


Modified Model 27.82 15 .987 .993 .038(.014~.060)

Criteria - - >.90 >.90 <.08



Support

Flow

PerceivedLearning

Persistence

.273*

.333*

.487*

.705 *

Indirect Effect via Flow Z-value p

Internal Locus of control- Perceived

Learning Persistence4.203 .000

Perceived Institutional Support-


7.389 .000

44..Examination of Modified ModelExamination of Modified Model

Research Results

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6 Effect Analysis of Path Coefficient

All exogenous variables significantly affected their endogenous variables except Perceived Institutional Support → Perceived Learning Persistence

Path between VariablesUnstandardized Coefficient

(B)Standardized Coefficient

(β)

Total Direct Indirect Total Direct Indirect


Flow .470 .470 - .273 .273 -

PerceivedLearning Persistence

.598 .253 .345 .525 .333 .192


SupportFlow .399 .399 - .487 .487 -

FlowPerceived

Learning Persistence.733 .733 - .705 .705 -

(n=586)

55..SummarySummary

Conclusion and Discussion

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Internal locus of control and perceived institutional support of cyber learners will affect flow directly.

Internal locus of control and perceived institutional support and flow of cyber learners will affect perceived learning persistence directly.

Internal locus of control and perceived institutional support of cyber learners will affect perceived learning persistence indirectly by intermediating flow.

H1.

H2.

H3.

Internal locus of control and perceived institutional support of cyber learners directly affected flow significantly.

Internal locus of control and flow affected perceived learning persistence

significantly but perceived institutional support didn’t.

Flow had mediating effect among internal locus of control, perceived

institutional support and perceived learning persistence significantly.

55..ConclusionConclusion


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Support

Flow

PerceivedLearning

Persistence

Institutional support did not directly affect learning persistence.

Most of the relevant previous studies only theoretically discussed the relationship between institutional support and learning persistence. Also, e-learning systems of W cyber university is not sufficient to support cyber learning efficiently.

Flow intermediates the relationship between internal locus of control and learning persistence, institutional support and learning persistence.

Hoffman and Novak(1996) suggested that concrete support strategies are all necessary for flow.

55..RecommendationsRecommendations


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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.

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.

1.

2.

Thank You.

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Young Ju Joo([email protected])Hyun Soo Son([email protected])Ae Ri Han ([email protected])Sun Hee Kim([email protected])Ewha Womans University, Korea