Structural Relationships of Environments, Individuals, and Learning Outcomes in Korean Online University Settings

Keol Lim,Minseok Kang,Sung Youl Park

doi:10.19173/irrodl.v17i4.2500

Abstract

<p>This study examines relationships of instructional environments, learner traits, and learning outcomes in the context of an online university course in Korea which has an advanced information technology background and rich e-learning experiences. However, the educational heritage of the country adheres to directive instruction with little interaction in the classroom. Based on the literature review, specific research variables are as follows: the environmental variables include learner-learner interaction, learner-instructor interaction, and content/system quality. Regarding learner traits, intrinsic/extrinsic motivation and computer/academic self-efficacy were investigated. Academic achievement and class satisfaction were identified as potential determinants of online learning outcomes. A total of 937 valid responses from online university students were used to establish structural relationships among the variables. Most of the structural associations among the factors were significantly positive, although some variables reflected Korean cultural and educational contexts specifically. The findings suggest a need for a synthetic approach towards e-learning and that further research should be conducted concerning context-specific variables.</p>

Highlights

As e-learning continues to gain acceptance as a standardized education system, researchers search for valid factors to assist in understanding the effectiveness of e-learning outcomes
Recent trends involve examining to what extent external environments and internal cognitive traits of learners relate to learning outcomes
The e-learning success model developed by DeLone and McLean (2003) was later enhanced by Holsapple and Lee-Post (2006) as Structural Relationships of Environments, Individuals, and Learning Outcomes in Korean Online University Settings Lim, Park, and Kang well as Eom (2011)

Summary

Introduction

As e-learning continues to gain acceptance as a standardized education system, researchers search for valid factors to assist in understanding the effectiveness of e-learning outcomes. This study’s primary objective is to identify determinants of student learning outcomes and satisfaction in online e-learning systems. To address this issue, we began by establishing a research model based upon earlier studies in order to highlight variables that affect e-learning outcomes and user satisfaction. Discussions concerning the assessment of e-learning have increased in parallel with technological developments and the heightened use of computers in classrooms To enrich such discussions, it is essential to identify critical variables for measuring the overall effectiveness of e-learning initiatives. Input variables include student characteristics (e.g., demographic, personal, and academic information), while environmental variables entail things that learners experience while partaking in educational programs, which influence outcomes. Educational attainment involves interaction between learner characteristics, which influences the relationship between students and their educational environment (Kjelgaard & Guarino, 2012)

Methods

Results

Conclusion