이러닝 강의시스템 품질이 학습자의 몰입과 참여도에 미치는 영향에 관한 연구

Abstract

This study aims to clarify the theoretical ground of e-Learning and to seek effective strategies for a learner's flow and participation by coping with diverse educational demands required by a knowledge information society and aims to look at the quality of the e-Learning lecture system, an educational system suited to a new change. e-Learning based on today's information communication technology has portrayed a significant role in the educational field, and it is supposed to become more and more important. However, it may not be the expansion of the e-Learning market but the maximization of e-Learning education that is important amid the current situation. Therefore, the study groped for influential factors on the learner's flow and participation by considering influential factors on the effect of the e-Learning lecture as well as success factors of e-Learning based on the literature and the existing research. First, the study reviewed the concept and need for e-Learning and the purpose-driven research for preparing the fundamentals of research. Also, the study proposed that e-Learning may be utilized in a broad spectrum of fields, given epochal social changes. Second, the study analyzed information quality, systems quality, and teacher traits which are influential factors in an e-Learning learner's flow and participation. As a result of research and investigation, the study obtained the following results. First, as regards information quality, only sufficiency of information is shown to affect the learner's flow and participation. This implies that the offer of contents should meet the learner's demands for having the learners flow into and participate in the class actively, and it is essential to offer a wide range of contents with the latest issues. Second, as regards systems quality, the usability of a system was found to affect the learner's participation only, and accessibility was found to affect the learner's flow only. From the perspective of usability, e-Learning enables learners to acquire information easily at any time and from anywhere. Accordingly, it is supposed to affect the learner's active participation only. Meanwhile, from the perspective of accessibility, if it takes a long time to see details to learn on the Internet or it is uncomfortable to search the details, it will hinder the learner's flow. Third, only interactivity from among the teacher's traits was shown to affect both the learner's flow and participation, and lecture style was shown to affect the learner's flow only. This result demonstrates that the promotional function of communication via the teacher's appropriate feedback is a crucial factor. Therefore, it would be possible to expect the synergy effect of the learner's flow and participation provided that the learner is furnished with an environment where a teacher allows the exchange of various opinions or information. This study is supposed to be meaningful as it confirmed the theoretical aspect for the performance assessment of e-Learning education by proposing a model in consideration of the functional aspect of an information system and the teaching behavioral aspect of a teacher against the learner's flow and participation.