Investigating the Structural Relationships among Sense of Presences and Institutional Support Toward Online Learner Satisfaction in a Cyber University

저작시기 2016.12 |등록일 2017.04.17 파일확장자어도비 PDF (pdf) | 12페이지 | 가격 2,500원
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서지정보

발행기관 : 이화여자대학교 교과교육연구소 수록지정보 : 교과교육학연구 / 20권 / 6호
저자명 : Joo Young Ju, Joo Jae-Eun, Kim Eun Kyung

목차

I. Introduction
II. Theoretical background
III. Research Methods
IV. Results
V. Conclusions
References

영어 초록

This study analyzes the online survey results of 788 students at W Cyber University to investigate the structural
relationships among learners' sense of presence of the Community of Inquiry framework (Teaching, Cognitive, and Social Presence)
and institutional support toward learner satisfaction by applying structural equation modeling. After satisfying the fitness
of the measurement and the structural models, this study confirmed the direct effect of Teaching Presence, Cognitive Presence,
and institutional support on learner satisfaction. Social Presence, however, did not show a significant causal relationship toward
satisfaction, probably due to the lower level of learners' perception and needs for Social Presence in this study. These results
suggest that online education should establish strong Teaching Presence with clear learning objectives and immediate feedback,
and Cognitive Presence emphasizing on interactive, reflective learning activities to generate new knowledge. It was also confirmed
that institutional support such as quality administrative assistance and institutional culture had a direct effect on learner
satisfaction in a cyber university. In order to understand and improve learners' experiences in an online learning environment,
research on the multiple components of the Community of Inquiry's presences, and how these components interact with other
learning conditions (e.g. learners' characteristics) is suggested.

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