Won Sug Shin

Online learning has expanded substantially in recent years, yet comparatively little is known about how different online modalities influence learners’ perceptions and their intention to continue learning. This study compared three predominant online learning modalities—synchronous (Syn), asynchronous (Asyn), and conventional online courses (COC)—using an extended Information Systems Success Model (ISSM) integrating system quality (SQ), information quality (IQ), teaching presence (TP), self-efficacy (SE), perceived usefulness (PU), learning satisfaction (LS), and continuance intention (CI). The study addressed two questions: (1) how the latent means of ISSM constructs differ across Syn, Asyn, and COC, and (2) whether the structural paths among these variables differ across modalities. Survey data from 795 undergraduate students in South Korea were analyzed using latent mean analysis and multi-group structural equation modelling. Results showed that COC consistently demonstrated higher latent mean values than Syn and Asyn, underscoring the benefit of systematically designed courses. Multi-group analysis further revealed significant modality-specific variations, with relationships such as IQ → LS and PU → CI being strongest in the COC model. Overall, the findings indicate that Syn, Asyn, and COC engage ISSM mechanisms in distinct ways, highlighting the importance of modality-sensitive instructional and system design. These insights provide evidence-based guidance for enhancing the quality, satisfaction, and sustainability of online learning environments.

본 연구의 목적은 COVID-19 상황에서 대학에서 진행된 원격교육 중, 교수자가 스스로 제작한 비실시간 원격교육과 양질의 컨텐츠로 설계된 OCW 수업의 경험한 대학생들의 경험을 비교하고, 이후 비실시간 원격교육에 대한 교육적 함의를 찾아보고자 수행되었다. 이를 위해 기술수용모델(TAM)을 바탕으로 원격교육 환경에서 교수실재감, 학업적 자기효능감, 지각된 유용성, 지각된 용이성, 학습만족도 및 지속수강의도 간의 구조적 관계의 연구모형을 설정하였다. 그리고 연구모형을 바탕으로 비실시간 원격교육 유형을 대학의 비실시간 원격교육과 OCW 수업유형으로 분류하여 비교 분석하였다. 연구참여자는 대학에서 정규수업으로 비실시간 원격교육 수강 경험이 있는 대학생과 OCW 수강 학생을 대상으로 온라인 설문을 진행하였고, 최종 482명의 설문을 수집 및 분석하였다. 데이터는 구조방정식모형을 통해서 2단계 접근법에 따라 검증하였고, 비실시간 원격교육 유형의 차이를 분석하기 위해 집단 간 경로계수를 비교 분석하였다. 연구 결과 지각된 유용성의 영향이 크고 학업적 자기효능감과 지각된 용이성의 영향은 적은 것으로 나타났다. 그리고 비실시간 원격교육 유형 비교 결과, 지각된 유용성과 학습만족도가 지속수강의도에 주는 영향이 두 집단 간에 차이가 있는 것으로 나타났다. 본 연구의 결과는 추후 원격교육이 어떤 형태로 발전해 나가야하는 지에 대한 이론적 기초를 제공해 줄 수 있을 것이다.

Background: Immersive VR is still rarely used as an intervention for meeting the affective end goals of student learning despite its positive impact on affection. Also, studies regarding the use of immersive VR as an intervention for affective achievement in broader educational contexts are still lacking. Objectives: This study aimed to examine the effect of immersive VR and perspective‐taking on presence and empathy.Methods: A total of 148 pre‐service teachers participated in experiments, using either a head‐mounted display or a flat screen device to view two VR videos with different perspective‐taking affordances. This study used a mixed design with one between‐subject variable of immersion level and one within‐subject variable of perspective‐taking to explore how immersive VR experiences influenced participants’ perceived level of presence and empathy.Results and Conclusions: The results showed that the level of immersion affects perceived presence, but it was the type of perspective‐taking that affects empathetic reactions. We also found an interaction effect between immersion levels and perspective‐taking. The direct embodiment in VR combined with high immersion produced stronger empathy than with low immersion, while the perspective of an observer was better in evoking empathy when experienced with low immersion.Implications: This study gives a guidance on how to take advantage of this new technology in educational settings, and apply it to instructional activities to enhance students’ empathy. In addition, it could serve as a reference when developing or introducing educational contents with respect to the types of contents that are more effective in educational settings.

As the educational possibilities of AR (Augmented Reality) and VR (Virtual Reality) are getting more attention, understanding teachers’ readiness to integrate new technologies for instruction would help researchers and practitioners to plan how to support them. In this regard, the present study explores teachers’ willingness to integrate AR and VR technologies for teaching and learning practices. Employing an extended Technology Acceptance Model (eTAM), this study investigated whether technological pedagogical and content knowledge (TPACK), social norm (SN), and motivational support (MS) for teachers influence teachers’ intention to use the technologies. Analysis from 292 in-service teacher responses supported all of the eight hypotheses formulated in the study. TPACK was found to have a significant influence on perceived usefulness (PU) and perceived ease of use (PEU) while SN influenced PU. In addition, MS was found to have an influence on PEU, which ultimately affects attitudes toward technology use (ATU) and then behavioral intention (BI). The results imply the importance of providing technology professional development (PD) and support for teachers to promote the use of AR and VR in classrooms.

Numerous studies have focused on both intrinsic and extrinsic variables to explain teachers’technology integration into teaching.Summarizing such studies, an encompassing construct suggests that knowledge, confidence, beliefs, and culture affect teachers’ technology use. However, few studies empirically verified this theoretical construct. Moreover, despite the different circumstances and responsibilities of elementary and secondary teachers, not many scholars focused on the different relationships among the teacher-related variables in terms of technology integration. To address these gaps, this study applied an empirical dataset, which was collected from in-service teachers in South Korea, to the theoretical construct. We examined whether the variables influence teachers’ technology use differently depending on the school level. Using structural equation modelling (SEM) techniques, we confirmed the significant influence of supportive culture, teachers’ self-efficacy, and knowledge on teachers’ technology integration except for teachers’ pedagogical beliefs. In addition, the results of the multi-group SEM demonstrate differences between elementary and secondary teachers; while motivational support was the most influential variable for elementary teachers’ technology use, knowledge was the most significant variable for middle school teachers. The findings contribute to the empirical understanding of what influences teachers’ use of technology in practice.

The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed.

This study proposes an extended technology acceptance model to predict acceptance of synchronous e-learning by examining relationships among variables associated with factors influencing the technology acceptance of synchronous e-learning. Learners at an online university participated through an online survey; there were 251 respondents in all. Employing structural equation modeling, we tested a hypothesized model, and the resulting model was found to have a good fit. Self-efficacy, subjective norm, and system accessibility have an effect on learners’ technology acceptance of synchronous e-learning, whereas systematic lecture content does not affect it. In addition, the perceived ease of use also has an effect on behavioral intention, whereas perceived usefulness does not. This study examined the acceptance structure of synchronous e-learning. The findings are expected to enhance the understanding of synchronous e-learning for instructors and school administrators and also provide empirical evidence that can be used to establish effective strategies.