K-MOOC 학습자의 만족도와 학습지속의향에 미치는 영향관계 분석 연구
A Study on the Effect of K-MOOC Learners’ Satisfaction and Learning Persistence
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With increasing interest in diversifying and enhancing innovative online education, this study aims to identify the factors that impact K-MOOC learners’ satisfaction and learning persistence. Online survey data were collected from 356 K-MOOC participants and analyzed to examine how task-technology fit, self-efficacy, and interaction within the K-MOOC environment influence learners’ satisfaction and persistence. The results showed that task-technology fit, self-efficacy, and interaction had a positive effect on learners’satisfaction. Second, task-technology fit, self-efficacy, and interaction also positively influenced learning persistence. Third, satisfaction was found to partially mediate the effects of task-technology fit, self-efficacy, and Interaction on learning persistence. This study further explores implications that may inform the future development of innovation online education.
Abstract
With increasing interest in diversifying and enhancing innovative online education, this study aims to identify the factors that impact K-MOOC learners’ satisfaction and learning persistence. Online survey data were collected from 356 K-MOOC participants and analyzed to examine how task-technology fit, self-efficacy, and interaction within the K-MOOC environment influence learners’ satisfaction and persistence. The results showed that task-technology fit, self-efficacy, and interaction had a positive effect on learners’satisfaction. Second, task-technology fit, self-efficacy, and interaction also positively influenced learning persistence. Third, satisfaction was found to partially mediate the effects of task-technology fit, self-efficacy, and Interaction on learning persistence. This study further explores implications that may inform the future development of innovation online education.