Construction of E-learning environments in Korea
01 Dec 2005-Educational Technology Research and Development (Springer Science and Business Media LLC)-Vol. 53, Iss: 4, pp 108-114
About: This article is published in Educational Technology Research and Development.The article was published on 2005-12-01. It has received 40 citations till now. The article focuses on the topics: Educational technology & E-learning (theory).
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Journal Article•
TL;DR: E-learning selfefficacy was the most important construct, followed by subjective norm in explicating the causal process in the model, and proved TAM to be a good theoretical tool to understand users’ acceptance of e-learning.
Abstract: Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning selfefficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users’ acceptance of e-learning. E-learning selfefficacy was the most important construct, followed by subjective norm in explicating the causal process in the model.
1,336 citations
Cites background from "Construction of E-learning environm..."
...Korea takes full advantage of ICT in supporting all levels of education and human-resource development, and elearning is considered one of the important alternatives for current knowledge-based society (Kim & Santiago, 2005)....
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TL;DR: M-learning AT was the most important construct in explaining the causal process in the model, followed by students' MR and SN, and the acceptability of the model to explain students' acceptance of m-learning was confirmed.
Abstract: As many Korean universities have recommended the implementation of mobile learning (m-learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m-learning. A sample of 288 Konkuk university students participated in the research. The process by which students adopt m-learning was explained using structural equation modeling technique and the Linear Structural Relationship (LISREL) program. The general structural model based on the technology acceptance model included m-learning self-efficacy, relevance for students' major (MR), system accessibility, subjective norm (SN), perceived usefulness, perceived ease of use, attitude (AT), and behavioral intention to use m-learning. The study results confirmed the acceptability of the model to explain students' acceptance of m-learning. M-learning AT was the most important construct in explaining the causal process in the model, followed by students' MR and SN. [ABSTRACT FROM AUTHOR]
605 citations
TL;DR: Results show that organizational readiness factors have the most important effect on E-Learning outcomes, and teachers' motivation and training is themost important factor in E- learning.
Abstract: Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning outcomes Readiness factors are divided into three main groups including: technical, organizational and social A questionnaire was completed by 96 respondents This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that readiness factors variable plays a moderating role in the relationship between E-Learning factors and outcomes Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable's ranking Results show that organizational readiness factors have the most important effect on E-Learning outcomes Also teachers' motivation and training is the most important factor in E-Learning Findings of this research will be helpful for both academics and practitioners of E-Learning systems
133 citations
Cites background or methods from "Construction of E-learning environm..."
...Finally 2 questions about access to instruction for all are self-development based on Kim (2005)....
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...It is implementing as a new method of training which complements traditional methods (Vaughan, 2004) and its final ambition is to build an advanced society for citizens and support creativity and innovation (Kim, 2005)....
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TL;DR: The relationship between 244 Korean EFL students' attitudes toward the incorporated CALL modes under BL and the teachers' use of the CALL modes is examined, taking into account students' other characteristics, such as computer literacy skills, gender, age, time spent on internet surfing and devoted to English study online, and prior BL experience.
Abstract: Previous research on blended learning (BL) implementation in L2 instructional settings considers L2 teachers' use of the incorporated CALL modes and learners' attitudes toward the CALL modes as critical factors, among other factors, for achieving successful BL implementation. In the literature, these two factors are suggested to be strongly associated. Although these findings have laid the foundation for us to see what happens in the process of BL implementation, few studies have examined the relationship between the two factors while simultaneously considering other factors which potentially influence learners' attitudes toward the incorporated CALL modes. Given the multidimensional aspects of BL implementation, the relationship between the two cardinal factors and their interrelation with other factors involved in BL implementation needs to be further examined. The present study addresses this gap in the literature. It examines the relationship between 244 Korean EFL students' attitudes toward the incorporated CALL modes under BL and the teachers' use of the CALL modes while taking into account students' other characteristics, such as computer literacy skills, gender, age, time spent on internet surfing and devoted to English study online, and prior BL experience.
46 citations
Cites background from "Construction of E-learning environm..."
...LITERATURE REvIEW BL in L2 education, as Neumeier (2005) states, is “as old as CALL itself” (p....
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TL;DR: This article investigated how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed-and open-ended items and verbatim quotes of teachers' responses to a series of openended questions.
Abstract: Until now, research on technology integration in K–12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed- and open-ended items and verbatim quotes of teachers’ responses to a series of open-ended questions. The results indicate that teachers’ use of technology in practice is affected by the multidimensional characteristics of schools; hence, support of technology use therein should be improved. Teachers’ aptitude, disposition and attitudes toward technology are the most important factors for ICT-related instruction. Additionally, the answers given by the cohort to the open-ended questions help to explain the specific educational context in the Republic of Korea. Teache...
33 citations
References
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Book•
01 Oct 1993
TL;DR: Human Resource Development as discussed by the authors is a comprehensive text for undergraduate and graduate courses that prepare students to train and develop people, covering the entire field of HRD from orientation and skills training, to career and organizational development.
Abstract: "Human Resource Development" is a comprehensive text for undergraduate and graduate courses that prepare students to train and develop people. As such, the book covers the entire field of HRD (as defined by the American Society for Training and Development's competency study), from orientation and skills training, to career and organizational development. "Human Resource Development" provides a clear understanding of the concepts, processes, and practices that form the basis of success and shows how concepts and theory can and have been put into practice in a variety of organizations. This textbook focuses on the shared role of line management and human resource specialists in HRD and also reflects the current state of the field, blending real-world practices with up-to-date research.
949 citations