You are here:

Predictors for learning flow and learner satisfaction in mobile learning
PROCEEDINGS

, , , , Ewha womans university, Korea (South) ; , Ewha womans, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Mobile learning in higher education, especially in online universities in South Korea, has been rapidly grown. However, the factors relevant to the success of mobile learning has not been explored sufficiently yet. This study hypothesized that learners’ perceived level of presence and the quality of mobile learning service would influence learning flow and learners’ satisfaction. The purpose of this study is to investigate the structural relationships among teaching presence, cognitive presence, social presence, service quality, learning flow, and learners’ satisfaction in mobile learning. Survey data collected by 255 learners who completed mobile-supported courses offered by an online university in South Korea were analyzed using structural equation modeling. The results suggest that cognitive presence, social presence, and service quality have direct effects on learning flow, and that cognitive presence, service quality, and learning flow have direct effects on learners' satisfaction

Citation

Joo, Y.J., Lim, K.Y., Jung, B.K., Lim, E. & Choi, S.b. (2013). Predictors for learning flow and learner satisfaction in mobile learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1937-1941). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2020 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References