Learners’ acceptance of e-learning in South
Korea : Theories and results
Adviser: Yu-Chiang Li
Speaker: Hung-Da Yen
Date:2012/01/04
Author: Byoung-Chan Lee a, Jeong-Ok Yoon b, In Lee c.
Computers & Education, Vol. 53, no. 4, pp. 1320-1329, 2009.
南台科技大學
資訊工程系
Outline
2
1
Introduction
2
Literature review
3
Research model and methodology
4
Discussions
5
Conclusions
1.Introduction
 One of the most significant changes in the
field of education in this information age
is the paradigm shift from teacher-centered
to learner-centered education. Along with
this paradigm shift, understanding of
students’ e-learning adoption behavior
among various countries is urgently needed.
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2.Literature review
 South Korea’s dense student population and high
educational standards made investment in e-learning
very cost-effective. However, despite the fact that
South Korea is one of the fastest growing countries
in e-learning, not much of the research results
have been known to the globalized world. By
investigating critical factors on e-learning
adoption in South Korea, our study attempts to fill
a gap in the individual country-level e-learning
research.
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2.Literature review
 Four independent variables
•instructor characteristics
•teaching materials
•design of learning contents
•and playfulness
 Two belief variables
•perceived usefulness
•perceived ease of use
 One dependent variable
•intention to use e-learning
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3.Research model and methodology
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3.Research model and methodology
 基本的研究假設為：老師的態度和能力影響學生
對e-Learning的學習態度，教師教學風格也影響
學習者對e-Learning的參與熱情。同時教師特質
和IT基礎建設和學校支持，也是e-Learning成功
的關鍵因素。是以作者提出幾項研究假設，條列
如下：
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3.Research model and methodology







1. Instructor characteristics positively affect learners' perceived
usefulness in the e-leaning context.
2. Teaching materials positively affect learners' perceived
usefulness in the e-leaning context.
3. Design of learning contents positively affects their perceived
ease of use in the e-leaning context.
4. Learners' perceived ease of use positively affects their
perceived usefulness.
5. Learners' perceived usefulness positively affects their intention
to use e-learning.
6. Learners' perceived ease of use positively affects their
intention to use e-learning services.
7. E-learning's playfulness positively affects their intention to
use e-learning.
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3.Research model and methodology
 We developed multi-item Likert scales which
have been widely used in the questionnairebased perception studies. All variables are
subjectively measured using the five-point
Likert Scale, with 5 being ‘‘Strongly
Agree” and 1 being ‘‘Strongly Disagree.”
Table 1 shows the above-mentioned
operational definition of each variable.
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4.Discussions
 In this empirical study, we analyzed learners’acce
ptance of e-learning services from student perspect
ives in South Korea：
 First, we analyzed the relationships between the three ser
vice quality constructs (instructor characteristics, teach
ing materials, and design of learning contents) and the tw
o belief constructs (perceived usefulness and perceived ea
se of use).
 Second, we analyzed the relationships between the belief c
onstructs (perceived usefulness and perceived ease of use)
and intention to use e-learning.
 Third, we analyzed flow construct (playfulness) and intent
ion to use e-learning
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4.Discussions

SPSS version 12.0 was used to analyze the collected data. Given the
theory-driven approach to scale development, scale validation was
done using exploratory factor analysis and confirmatory factor
analysis. The factor analysis utilized the principal component
extraction method and Varimax rotation.

It required that factor loadings exceed 0.40. One item (IC5) from
Instructor Characteristics, one item (TM3) from Teaching Materials,
and two items (LC2, LC3) from Design of Learning Contents were
deleted due to a low factor loading.

While four items were removed from the three factors in the
independent variables, no items were deleted from the two belief
variables and the dependent variable. The high reliability of these
variables can be attributed to the fact that numerous previous
studies validated the factor items.
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4.Discussions
 分析結果factor loadings、Cronbach's alpha、
Eigenvalues、variances explained的解釋，
Cronbach's alpha的值界於0.634-0.903之間，均
大於0.35以上，顯示問卷具有信度，而且累積的
方差，自變數independent variable為60.34%，
信念變數belief variable為81.65%，應變數
dependent variable為65.56%，均達到可接受。
整個統計分析結果為下：
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4.Discussions
 PL =娛樂性; IC=導師特點; LC=設計的學習內容; TM=教材;
 PU =感知有用性; PE =知覺易用性; IU =意向使用數位學習。
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4.Discussions
 再進行迴歸分析，以驗證研究假設，所有的分析
結果，研究假設都達到顯著效果，證明研究假設
是成立的，結果如下：
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5.Conclusions
 Because of the time and space barriers, learners in the
traditional offline education are required to receive
education at a certain time and location. On the contrary,
the Internet-based e-learning is less restricted in terms of
time and space.
 In addition, e-learning is known to save educational costs
and facilitate dissemination of knowledge in a timely fashion.
 As e-learning is increasingly adopted by educational
institutions and corporations, e-learning success factors
need to be evaluated and taken into consideration in the
development of the e-learning systems to deliver the most
effective services.
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Thanks You !
南台科技大學
資訊工程系
References
 http://blog.pmes.tyc.edu.tw/user1/ueng8084/archives/2010/3229
.html，大懶蟲用心看世界。
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