중국 MOOC 학습성과에 영향을 미치는 요인 간의 구조적 관계 규명

• 영문명: Structural Relationships of Factors Affecting Learning Outcomes in China-MOOC
• 발행기관: 한국IT서비스학회
• 저자명: 이정민(Jeongmin Lee) 정현민(Hyunmin Chung)
• 간행물 정보: 『한국IT서비스학회지』한국IT서비스학회지 제19권 제1호, 159~172쪽, 전체 14쪽
• 주제분류: 경제경영 > 경영학
• 파일형태: PDF
• 발행일자: 2020.03.30

영문 초록

The purpose of this study is to examine the structural relationship among factors affecting learning engagement, satisfaction, continuance intention in China-MOOC. For this study, data were collected from 334 students who were taking MOOC classes. and structural equation model ling analyses were employed to examine the causal relationships among variables. From the results of this study, First, self-regulated learning and interaction significantly affected learning engagement. Second, interaction had direct effects on satisfaction. Third, satisfaction significantly affect continuance intention. Furthermore, satisfaction mediated relationships between interaction and continuance intention. These results imply that self-regulated learning, interaction, learning engagement should be considered for designing and implementing China-MOOC learning. Further implication are discussed in the study.

목차

1. 서 론

2. 이론적 배경

3. 연구 방법

4. 연구 결과

5. 결론 및 논의

참고문헌

키워드

China MOOC Learning Engagement Satisfaction Continuance Intention Self-Regulated Learning Interaction