Abstract
Because of the growing awareness of the significant benefits of internet technology, traditional classroom lectures have been complemented by online education. However, even with rising interest in online education and its ability to offer students an alternative way to learn, its efficacy is still questioned. This is especially true when online learning is a complementary system to the offline class. In this paper, we use a structural equation model to analyze the mechanism for improvement of a complementary online learning system. An empirical study result is given to provide valuable feedback information for a complementary cyber learning system being used in a Korean university.
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