중국 MOOC 학습성과에 영향을 미치는 요인 간의 구조적 관계 규명
Structural Relationships of Factors Affecting Learning Outcomes in China-MOOC
- 주제(키워드) China MOOC , Learning Engagement , Satisfaction , Continuance Intention , Self-Regulated Learning , Interaction , China MOOC , Learning Engagement , Satisfaction , Continuance Intention , Self-Regulated Learning , Interaction
- 주제(기타) 사회과학
- 주제(기타) 교육학
- 주제(기타) 교육공학
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002563459
- 등재 KCI등재
- 발행기관 한국IT서비스학회
- 발행년도 2020
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000169682
- 본문언어 한국어
- Published As https://doi.org/10.9716/KITS.2020.19.1.159
초록/요약
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.
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