Výsledky vyhledávání - "Hae-Deok Song"

Akademický článek

Quality Factors That Influence the Continuance Intention to Use MOOCs An Expectation-Confirmation Perspective

Autor: Jeongwon Lee, Hae-Deok Song, YeonKyoung Kim

Publikováno v: European Journal of Psychology Open, Vol 82, Iss 3, Pp 109-119 (2023)

Abstract: Introduction: This study explored the relationship among various variables from an expectation-confirmation perspective to identify ways to increase learners’ continuance intention to use MOOCs. Using the expectation-confirmation model (E

Externí odkaz: https://doaj.org/article/c1aeba6afe434e099218ff93e38edc44

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Akademický článek

Motivation for MOOC learning persistence: An expectancy–value theory perspective

Autor: Yechan Lee, Hae-Deok Song

Publikováno v: Frontiers in Psychology, Vol 13 (2022)

Managing learning continuity is critical for successful MOOC learning. Thus, enabling learners to have learning persistence needs to be integrated into the MOOC learning design. Motivation effort is a critical component enabling students to maintain

Externí odkaz: https://doaj.org/article/c36882e06fb6476cbfa5a67831a20788

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Akademický článek

The Effects of Basic Psychological Needs, Task–Technology Fit, and Student Engagement on MOOC Learners’ Continuance Intention to Use

Autor: Areum Shin, Hae-Deok Song

Publikováno v: Human Behavior and Emerging Technologies, Vol 2022 (2022)

Massive open online courses (MOOCs) continue to remain in the spotlight as a promising future education environment. However, more than 80% of learners stop learning before attending one-third of the course. Despite a continuous spread of MOOC and hi

Externí odkaz: https://doaj.org/article/b1b56a7ed5dd4dd3a30c0d26c660bad2

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Akademický článek

The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments

Autor: Hye Jeong Kim, Ah Jeong Hong, Hae-Deok Song

Publikováno v: International Journal of Educational Technology in Higher Education, Vol 16, Iss 1, Pp 1-18 (2019)

Abstract University students, who are assumed to be digital natives, are exposed to campus e-learning environments to improve their academic performance at the beginning of their academic careers. However, previous studies of students’ perceptions

Externí odkaz: https://doaj.org/article/22cf43a1ee844cfb8b4954177d0be269

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