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컴퓨터교과교육 : 사이버대학생의 모바일자기효능감, 주관적 규범이 모바일웹서비스 수용의도에 미치는 영향 분석
주영주 ( Young Ju Joo ),설현남 ( Hyun Nam Seol ),유나연 ( Na Yeon Yoo ) 한국컴퓨터교육학회 2013 컴퓨터교육학회 논문지 Vol.16 No.3
본 연구는 모바일자기효능감, 주관적규범이 지각된 유용성과 지각된 이용용이성에 영향을 주어 궁극적으로 모바일웹서비스 수용의도에 영향을 미치는지를 기술수용모형(Technology Acceptance Model, TAM)을 통하여 알아보는 것을 목적으로 수행되었다. 이를 위해 2011학년도 2학기 A사이버대학교의 모바일웹서비스가 제공되는 과목에 등록한 144명의 학생을 대상으로 2011년 가을학기 강의 종료 전 2주 동안 웹 설문조사를 실시하였다. 본 연구의 결과는 첫째, 모바일자기효능감(β=.43, p<.05), 주관적규범(β=.30, p<.05), 지각된 이용용이성(β=.25, p<.05)은 지각된 유용성에 영향을 주었고 둘째, 모바일자기효능감(β=.36, p<.05), 주관적규범(β=.44, p<.05)은 지각된 이용용이성에 영향을 미쳤다. 셋째, 지각된 유용성(β=.94, p<.05)은 모바일웹서비스 수용의도에 영향을 미침을 확인하였으나 지각된 이용용이성은 모바일웹서비스 수용의도에 유의한 영향을 주지 못하였다. 본 연구는 최근 급부상하고 있는 사이버대학교 모바일웹서비스의 좀 더 나은 설계와 운영을 위한 시사점을 제공한다. The purpose of this study is to examine a structural relationship among mobile self-efficacy, subjective norm, perceived usefulness, perceived ease of use and behavioral intention of mobile web service using technology acceptance model (TAM). 144 cyber university students enrolled in a course with mobile web service participated for this study. The result revealed that 1) mobile self-efficacy (β = .43, p <.05), subjective norm (β = .30, p <.05), perceived ease of use (β = .25, p <.05 ) had a direct effect on perceived usefulness. Second, mobile self-efficacy (β = .36, p <.05), subjective norm (β = .44, p <.05) had a direct effect on perceived ease of use. Third, perceived usefulness (β = .94, p <.05) had a direct effect on behavioral intention of mobile web service. However, perceived ease of use did not have a direct effect on behavioral intention of mobile web service significantly. Results of this study emphasize the role of an extended TAM including mobile self-efficacy and subjective norm in a mobile web service course at a cyber university.
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중학교 국어교과에서 자기효능감, 자기조절 학습전략, 부모의 지원, 학업성취도의 남녀 집단 간 차이 비교
주영주 ( Young Ju Joo ),서혁 ( Hyuk Suh ),설현남 ( Hyun Nam Seol ) 한국어교육학회(구 한국국어교육연구학회) 2013 국어교육 Vol.0 No.142
Learning ability of native language is sustainingly affects students` everyday life after becoming grown-ups, such as social life or working competence, therefore, students should learn native language subject by priority· According to the result of PISA(Programme for International Student Assessment) which was held by OECD, Korean students` learning motivation and Self-regulating Learning ability, one of the learning strategies for language achievement were considerably low compared to ones in other countries· This signifies that the Korean students` ability to study oneself is inferior to the students in other countries· This study is conducted with students at 15 years old in Korea based on Korean Education Longitudinal Study data· I have selected factors that may impact to Language achievements: Self-efficacy, Self-regulation strategy, and Educational support from parents in order to examine systemic and integrated cause and effect and to find out latent means differences of each latent variables per each gender group and to identify influential differences at each path of each research model· The research questions in this study are as follows; 1· Do Self-efficacy, Self-regulation strategy, and Educational support from parents have effect on Language achievements? 2· Is there an latent means difference based on students` gender in terms of Self-efficacy, Self-regulation strategy, Educational support from parents, and Language achievements? 3· Is there and influense difference based on students` gender in terms of Self-efficacy, Self-regulation strategy, Educational support from parents, and Language achievements? To meet the purpose of present study, students` data at 15 years old in Korea based on a reference of Korean Education Longitudinal Study data were chosen· A total of 6360 students` data selected for this study· Among the 6360 respondents, 3315 students were boys, 3045 students were girls· To confirm the validity and reliability of measurement scale, factor analysis were administrated· Then, descriptive statistics, correlation analysis and structural equation modeling(SEM) analysis were performed using SPSS and AMOS· finally, latent means analysis and multi-group analysis were carried out to see the latent means difference and the influence difference based on students` gender· The major findings are as follows; First, Self-regialtion strategy of Organization, Elaboration, Seeking help, Self-efficacy, Educational support from parents had effects on Language achievements significantly in order· Second, latent means analysis(LMA) where boys were used as the reference group, girls showed higher latent means values on the Seeking help, Organization, Self-efficacy, Elaboration and boys showed higher latent means values on the Educational support from parents Third, there was influence difference based on students` gender in path of Seeking help to Language achievements· This study is considered to generalization because of using Korean Education Longitudinal Study data that reflected broadly features of Korea middle school student·
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사이버대학생의 직장 유무에 따른 고립감, 상호작용, 콘텐츠만족도, 성취도 및 학습지속의향의 구조적 관계 분석
주영주(Young-Ju Joo),유나연(Na-Yeon Yoo),설현남(Hyun-Nam Seol) 한국콘텐츠학회 2012 한국콘텐츠학회논문지 Vol.12 No.5
본 연구에서는 사이버대학에서 고립감, 상호작용, 콘텐츠만족도, 성취도 및 학습지속의향 간의 구조적 관계를 검증하고 직장유무에 따른 차이를 분석하는 것을 목적으로 하였다. 이를 위해 2011년 2학기 A 사이버대학 학생을 대상으로 연구를 수행하였다. 연구결과 첫째, 상호작용은 고립감에 영향을 미치는 것으로 나타났다. 둘째, 상호작용은 콘텐츠만족도에 유의한 영향을 미치는 것으로 나타났으며 셋째, 상호작용이 성취도에 미치는 영향력이 유의한 것으로 나타났다. 넷째로 고립감과 상호작용은 학습지속의향에 영향을 미치는 것으로 나타났다. 마지막으로 직장 유무에 따른 고립감, 상호작용, 콘텐츠만족도, 성취도 및 학습지속의향에서 경로계수 차이를 분석한 결과 집단 간 유의미한 차이는 없는 것으로 드러났다. 이러한 결과를 바탕으로 사이버대학에서의 사이버교육콘텐츠 및 교육의 질 제고를 위해 요구되는 콘텐츠 설계 및 운영전략을 제언하였다. The purpose of the present study is to examine the causal relationship and invest the difference among isolation, interaction, content satisfaction, achievement and persistence in cyber university education by employment status. For this study, 104 students at A cyber university in Korea completed surveys in the fall semester of 2011. The result of this study indicated that there was a meaningful effect of interaction on isolation. Secondly, there was a meaningful effect of interaction on content satisfaction. Thirdly there was a meaningful effect of interaction on achievement. Lastly there were meaningful effects of isolation and interaction on persistence. In addition, according to multi-group analysis, there were no significant differences of structural path coefficients between two groups. Based on these results, this study suggests instructional design methods and management strategies to improve the quality of learning in cyber universities.
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