온라인 교육콘텐츠에 대한 학습지속의향: 교수실재감과 소비정서의 역할 (Learning Persistence for Online Educational Contents: The Role of Teaching Presence and Consumption Emotions)

서지정보

· 발행기관 : 한국유통학회
· 수록지 정보 : 유통연구 / 26권 / 2호 / 1 ~ 23페이지
· 저자명 : 김동훈, 이루리

초록

온라인 유통채널의 성장과 더불어 소비자 구매행동 전 과정상에서 온라인 채널의 역할도 확대되었다. 오늘날 소비자들은 구매뿐만 아니라 재화의 소비 단계에서도 온라인 채널을 적극적으로 이용하게 되었으며, 특히 최근 코로나19의 전 세계적 확산으로 온라인 채널의 활용도는 더욱 증가하였다. 따라서 소비자의 온라인 소비 경험에 영향을 미치는 핵심요인이 무엇인지를 파악하고, 온라인에서의 재구매 및 지속적 소비를 유도하는 방안을 모색하는 것은 온라인 채널을 이용하는 기업들에게 필수적이다. 본 연구에서는 온라인상에서 소비자들의 소비 경험에 영향을 미치는 요인과 그에 따른 소비자 반응 간의 관계를 고찰하고자 한다. 특히 소비자의 전반적인 소비과정에 영향을 미치는 핵심요인으로서 실재감(presence)을 제시하며, 실재감에 따라 달라질 수 있는 소비자 반응으로서 정서적 반응에 초점을 두고 둘 간의 관계를 고찰하고자 한다. 또한, 소비자의 정서적 반응은 만족도나 재구매 의도 등 소비결과에 영향을 미칠 수 있으므로, 이러한 관계를 종합적으로 고찰하는 연구모형을 제시하고자 한다. 본 연구에서는 코로나19의 확산 이후 소비가 더욱 증가하고 있는 온라인 영어서비스를 연구맥락으로서 활용하였으며, 연구모형의 검증을 위해 설문조사를 시행하였다. 연구결과, 교수실재감은 긍·부정정서로 대변되는 소비정서를 통해 학습성취도에 영향을 미치고, 학습성취도는 학습지속의향에 영향을 미치는 것으로 나타났다. 즉, 교수실재감과 학습지속의향의 관계에서 소비정서와 학습성취도의 직렬 매개효과가 검증되었다. 본 연구는 학문적·실무적으로 의미 있는 시사점을 제공한다.

영어초록

With continued advances in online technologies, an increasingly larger portion of consumer buying behavior is occurring online, including not only the actual purchase but also pre-purchase information exchange, consumption of the offerings, as well as post-purchase feedback. The recent COVID-19 pandemic has further sparked the worldwide migration to online channels. It is especially noteworthy that due to widespread shutdown of schools and universities, the shift of education consumption to the online platform has occurred at a heretofore unseen scope and speed. Such environment calls for companies to be able to identify key factors that affect consumers’ online purchase and consumption experience and understand how they lead to satisfaction and loyalty.
This study presents teaching presence as one of such factors, defined as the learners’ perception on the overall teaching phenomenon. Online education has the advantage of allowing learners to adjust their learning time more flexibly and learn at a lower cost than offline education, but it also has the disadvantage of making interaction between an instructor and learners difficult, resulting in lowering learners' concentration and learning effectiveness. Therefore, teaching presence may be utmost important to lessen such disadvantage because it is associated with how closely the instructor interacts with the learners and feels like providing educational services right in front of them.
Also, this study proposes a model to test the mediating role of consumers’ emotional responses to online consumption in such relationships. The importance of consumers’ emotional responses, which has been undervalued in comparison to cognitive responses, is also gaining traction in the area of education. In this study, we classify consumers’ emotional responses into positive and negative, according to the valence of emotions, and investigates how both emotions mediates differently the relationship between teaching presence and learning effectiveness. In terms of learning effectiveness, the two representative variables are used in this study—learning achievement and learning persistence. The research model is presented in Figure 1.
A survey was conducted in the context of online English education service to estimate the research model. The results show that teaching presence—a key attribute of online education service—influenced learning achievement through both positive and negative emotions, and learning achievement affected learning persistence. That is, consumers’ emotional responses and learning achievement sequentially mediated the relationship between teaching presence and learning persistence. The estimation results are presented in Figure 2, Table 1 and Table 2.
In conclusion, the sequential mediation path, from teaching presence to emotional responses to learning achievement, and to learning persistence, was significant. However, the mediating role of positive and negative emotions were somewhat different. The sequential mediation effect of positive emotions was 0.194 while that of negative emotions was 0.025, indicating that positive emotions played a larger role as a mediator than negative emotions. Furthermore, positive emotions directly influenced learning persistence, whereas negative emotions affected learning persistence indirectly only through learning achievement. These results clearly show that the roles of the two emotions as a mediator are different.
This study provides both theoretical and managerial implications for understanding and managing consumer experience in the ever growing online market. In terms of academic contribution, this study extends the understanding of consumer behaviors in the context of online education services. In particular, this study presents the research model that examines consumers’ online consumption process more comprehensively. The results of this study that identify the different roles of positive and negative emotions are especially significant since previous studies that address the relationship between teaching presence and consumers’ emotional responses in the online environment are scant.
In terms of managerial implications, online education service companies may recognize that it is essential to improve teaching presence of consumers. Also, the companies can understand the different effects of positive and negative emotions on learning effectiveness, and manage consumers’ learning experiences more strategically.

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