Earticle

The purpose of this study was intended to identify the effect of the quality of e-Learning on user satisfaction and training near transfer in airline service major students. In order to achieve the results, 210 survey questionnaires were distributed from 6th May, 2020 to 19th May, 2020. Due to the reliability of data, 7 samples were discarded and 203 samples were put to actual analysis. Further results were produced by the researcher through conducting and analyzing via SPSS Ver. 21.0 statistics package. The results of the study are as follows. First, the quality of e-Learning which consists of system quality and service quality had significant effects on user satisfaction. Secondly, user satisfaction had significant effects on training near transfer. Thirdly, the quality of e-Learning which consists of system quality and service quality had significant effects on training near transfer. This study shows that In a new environment where everyone must perform e-learning, we must make every effort to improve e-learning quality to create continuous learning outcomes.

인터넷의 발전에 힘입어 다양한 형태의 웹서비스가 출현하고 있다. 특히, 대학에서 e-러닝 서비스는 시간적, 공간적 제약의 한계를 극복해 주고, 여러 가지 편리성과 유용성을 제공해 학생들에게 큰 인기를 얻고 있다. e-러닝 확산에 힘입어 e-러닝 수용 연구는 매우 활발하게 이루어졌다. 많은 연구들은 기술수용모델 연구를 응용해 e-러닝 확산방안을 제시하고 있다. 이러한 연구들의 e-러닝의 이용 용이성과 유용성에 중점을 맞추고 있다. 그렇기 때문에 e-러닝의 핵심이 되는 교육 컨텐츠 측면에서의 e-러닝 활성화를 위한 설명이 미약한 측면이 존재한다. 이에 본 연구에서는 e-러닝 수용에 있어 e-러닝 컨텐츠 품질과 e-러닝 신뢰 측면에서의 접근을 통해 e-러닝 수용 확산 방안을 제시하였다. 본 연구 결과는 대학 당국에 e-러닝 수용 확산에 있어 컨텐츠 측면에서의 전략 수립에 유용한 시사점을 제공해 줄 것이다.

A variety of Web Services are being existences based on the development of the Internet. Especially, e-Learning services in the Universities make the temporal and spatial constraints overcome, and e-Learning services have gained great popularity to the students who use because those provide various convenience and usefulness. e-Learning studies have been actively performed based on the spread of e-Learning in the various industries. A number of studies suggest the diffusion plan of e-Learning applying the Technology Acceptance Model studies. Those studies focused on the ease of use and usefulness of e-Learning. The explanation about educational contents perspectives, which is the key factor in e-Learning, is very weak. Therefore, this study suggested the strategy for spreading the e-Learning adoption through in terms of e-Learning educational contents and trust perspectives. This research results would provide the strategic implications to boost the e-Learning adoption in the various universities in terms of e-Learning educational contents and trust perspectives.

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-leaner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on self regulated learning strategy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically. As result, most of the hypotheses except for H6 suggested in this model were accepted.

이 연구는 이러닝의 품질요인이 학습자 만족도에 미치는 영향과, 그 관계에 있어서 학습유형의 조절효과에 대해 분석하는 것을 목적으로 한다. 연구를 위해 이러닝시스템을 사용하는 대학생을 대상으로 설문조사를 실시하였으며, 데이터 분석을 위해 신뢰분석, 요인분석, 분산분석, 회귀분석을 실시하였다. 실증분석 결과 이러닝의 품질요인은 컨텐츠, 시스템, 서비스, 상호작용 등 요인으로 나뉘었고, 학습자 유형은 적극적 협동학습유형, 자기주도적 학습유형, 환경의존적 학습유 형, 소극적 학습유형으로 분류되었다. 이러닝의 각 품질요소는 사용자 만족도에 정(+)의 영향을 미쳤으며, 특히 자기주도 적 학습유형을 가진 그룹이 만족도 수준이 높았다. 학습유형은 품질요소와 만족도 간의 관계에서 조절효과를 보였으며, 특히, 소극적 학습유형은 커뮤니티, 교강사와의 다양한 상호작용에 미치는 조절효과가 타 유형보다 큰 것으로 나타났다. 본 연구는 이러닝의 성과에 있어 품질요소와 학습자특성 간 관계에 실증적 연구성과를 추가하였으며, 추후 이러닝 사용목 적, 사용형태, 학습자 특성, 학습전략 등 이러닝의 성과 연구에 있어 타 요인들과의 관련성 연구로 확대할 필요가 있다.

This study aims to explore the effect of quality factors and learning styles on users’ satisfaction in e-Learning context. For this purpose, statistical methods such as reliability test, factor analysis, ANOVA, regression analysis were carried out using the survey data from university students. The quality factors of e-Learning were classified into contents, system, service, and interpersonal activities while learning styles were classified into positive-cooperative, self-directed, environmental-dependent, and passive styles. The results showed that each quality factors of e-Learning has a strong positive effect on user satisfaction, and self-directed group has higher satisfaction than other groups. Learning styles have moderating effects on the quality-satisfaction relationship, and especially, the group of passive learning style has a strong moderating effect on the interpersonal activities. Theoretical and practical implications and future research directions are drawn from these findings.

지금까지 이러닝 소프트웨어 평가에 관한 다양한 연구가 진행되었으나 관련 표준에 따라 체계화된 형태가 아닌 연구자의 시각에서 제시된 분류에 따라 주관적인 평가 기준을 구성하고 있다. 또한 소프트웨어 평가 관련 표준도 실질적인 활용을 위해 지속적으로 보완되고 있으므로 이에 부합하는 평가 기준의 마련을 통해 평가 근거의 확보 및 체계화가 절실하다. 따라서 본 연구에서는 이러닝 소프트웨어의 품질평가 기준을 구축하기 위해 소프트웨어 제품평가 표준인 ISO/IEC 25000 시리즈의 품질특성 중 사용성에 관한 체계를 근간으로 하고 이러닝 소프트웨어의 품질 요구사항을 분석하고 체계화하여 사 용성의 부특성에 따른 평가 기준을 구축하였다. 본 평가 기준은 지속적으로 변화하는 관련 최신 표준화 동향을 반영한 이러 닝 소프트웨어 평가기준을 구축하여 실질적인 활용도를 제고했다는 점에서 차별화된다. 향후 이러닝 소프트웨어의 품질평가 및 인증에 효과적인 활용이 가능할 것으로 사료된다.

So far, various researches have been conducted on evaluation of e-learning software, but subjective evaluation criteria are formed according to the classification presented from the viewpoint of the researcher rather than systematized form according to related standards. In addition, standards for software evaluation are continuously being supplemented for practical use, so it is urgent to establish evaluation bases by establishing evaluation criteria. Therefore, in order to establish the quality evaluation standard of e-learning software, this study analyzes the quality requirements of e-learning software based on the usability system among the quality characteristics of ISO/IEC 25000 series. This evaluation standard is distinguished by the fact that the evaluation standard of e-learning software that reflects the latest trend of related standardization has been established and practical utilization has been improved. It can be used effectively for quality evaluation and certification of e-learning software in the future.

교육기관들은 e-Learning이 지속적으로 교육에서 중요한 역할을 하고 있으며 오프라인 교육에 대한 대안으로 증가되었기 때문에 e-Learning 품질관리를 위한 가이드라인을 제시하고 있다. 또한 e-Learning이 전통적인 교수-학습 모델과 항상 일치하지는 않으며, 서비스 설계와 구현에서 더 많은 주의가 필요하기 때문에 현재까지 다양한 e-Learning 품질관리 기법들이 개발되고 있다. 그러나 현재의 학습 객체 중심의 e-Learning 품질관리는 부분적이고 정적인 관리를 사용하기 때문에 많은 문제점을 가진다. 본 논문에서는 인과지도(CLD: Causal Loop Diagram)를 이용한 동태적인 e-Learning 품질관리를 제안하였다. 제안 방법은 기존 방법보다 더 효율적이며 e-Learning에서 관리적인 문제들에 대해서도 중요한 전략을 제공한다.

As the e-Learning plays an increasingly larger important part in education and has been increased as an alternative to offline education, academic organizations are moving ahead to set guidelines for quality assurance in e-Learning. And various quality assurance techniques in e-Learning have been developed because the e-Learning does not always match well traditional models of teaching and learning, much care needs to be taken in the design, creation and implementation of service. But the present quality assurances in e-Learning which are focused in learning objects have much problems because they use partial and static management. In this thesis we suggested dynamic quality assurance using CLD(Causal Loop Diagram) in e-Learning. The suggested method has more efficiency than existing methods and it can provide important strategies with regard to administrative issues in e-Learning.

이러닝은 개인이 평생교육을 지속하도록 촉진하는 강력한 수단이며 이러닝 서비스 이용은 개인의 능력과 자질 을 고양하고 확장시켜 개인의 성장과 발달을 도모하는 자기개발 및 인적자본 투자 활동으로서 가치가 높다. 본 연구는 정보시스템성공모형을 기반으로 소비자의 기술적 역량과 학습태도가 이러닝 품질 지각에 미치는 영향과 이러닝 만족과 이러닝 재이용 의도에 미치는 직접 및 간접적인 효과를 분석했다. 이러닝 학습 경험이 있는 성인 을 대상으로 온라인 설문조사를 실행하여 수집한 264명 표본자료를 대상으로 구조방정식모형 분석을 실행하였 다. 주요 연구결과는 다음과 같다. 첫째, 이러닝 품질 지각은 이러닝 만족에 유의한 영향을 미치고 이러닝 만족 은 이러닝 재이용 의도에 유의한 영향을 미치며, 이러닝 만족은 품질 지각과 재이용 의도 사이의 관계에서 완전 매개효과가 나타났다. 둘째, 소비자의 기술적 역량 수준이 높고 학습태도가 적극적일수록 이러닝이 제공하는 교 육 품질을 높게 지각하였다. 이러닝 품질 지각은 소비자 특성과 이러닝 만족 사이의 관계에서 완전 매개효과가 나타났다. 셋째, 소비자의 기술적 역량과 학습태도는 이러닝 만족에 직접적으로 영향을 미치지 않으나 재이용 의 도에 대해 직접적인 영향이 유의하게 나타났다. 이러닝 재이용 의도에 대하여 학습태도의 간접효과와 직접효과가 모두 유의하게 나타난 결과는 학습태도가 이러닝의 성공에 결정적인 영향을 미침을 시사한다. 이러닝의 성공을 도모하기 위해 이러닝 교육 품질의 제고에 주력할 뿐 아니라 학습에 임하는 소비자의 적극적인 학습태도를 갖추 도록 지원하는 서비스를 이러닝 시스템의 중요한 하나의 요소로 포함시킬 필요가 있음을 시사한다.

E-learning is a powerful tool that promotes lifelong learning for individuals, and using elearning services is a valuable activity for self-development and investment in human capital, as it enhances and expands an individual's abilities and qualities for individual growth. Based on the information systems success model, this study analyzed the direct and indirect effects of consumers' technological competence and learning attitudes on their perception of e-learning quality, e-learning satisfaction, and e-learning reuse intention. The data from a sample of 264 adults who had e-learning experience were collected through online surveys conducted by a private research institution, and the structural equation modeling analysis method was applied. The major findings are as follows: firstly, the perception of e-learning quality has a significant and positive effect on e-learning satisfaction, and e-learning satisfaction has a significant and positive effect on e-learning reuse intention. E-learning satisfaction showed a full mediation effect in the relationship between perceived quality and reuse intention. Secondly, consumers with higher levels of technological competence and more positive learning attitudes perceived the e-learning education qualities more highly. The perception of e-learning quality showed a complete mediating effect in the relationship between consumer characteristics and e-learning satisfaction. Thirdly, although consumers' technological competence and learning attitudes did not have a direct impact on e-learning satisfaction, they had a significant direct impact on reuse intention. The results showed that both the indirect and direct effects of learning attitudes on e-learning reuse intention were significant, indicating that learning attitudes play a crucial role in the success of e-learning. To promote the success of e-learning, it is necessary to focus on improving the quality of e-learning education and include services that support consumers' active learning attitudes as an important element of the e-learning system.

본 연구는 다양한 모바일 기기 기반으로 서비스되는 콘텐츠들의 품질을 높이기 위해 고려해야 할 요인이 무엇인지를 규 명하고자 하였다. 연구 목적 달성을 위해 본 연구는 전문가 델파이를 통해 12개의 평가영역, 26개의 평가 항목을 도출하 였다. 본 연구를 통해 도출된 평가기준은 교육적 콘텐츠의 품질을 높이는 데 기여할 수 있을 것이다.

The purpose of this study was to examine what should be considered to boost the quality of mobile device based e-learning contents. For this study, 12 evaluation domains and 26 evaluation items were selected using the Delphi method. The findings of this study are expected to contribute to the improvement of the quality of the educational contents.

본 연구는 프랑스의 품질인증 가이드라인과 한국의 품질인증 평가준거를 비교하고, 이러닝 품질관리에 대한 표준화된 이러닝 품질인증 평가준거를 적용한 품질인증 제도에서 품질인증에 성공한 사례와 실패한 사례를 비교분석 함으로써 이러닝 품질인증 평가준거에 대한 주요 평가영역과 평가항목을 구별하였다. 이를 근거로 프랑스의 품질인 증 평가항목에서 반영해야할 이러닝 품질인증 평가준거, 평가영역, 평가항목에 대한 일반화 모형을 개발하였다. 이는 우리나라는 물론 AUF와 관련이 있는 아프리카나 아시아 국가들에게 그들이 응용할 수 있는 평가준거를 제시한 것 이다. 본 연구의 결과는 이러닝 품질인증 제도를 시행하려는 전 세계의 기관들이 활용할 수 있을 것이며, 동시에 이 러닝 품질인증 평가를 받고자 하는 이러닝 관련 기업이나 기관들에게 중요한 활용자료가 될 것이다.

This study identified the important categories and items about evaluation criteria of e-learning quality assurance by comparing evaluation criteria between Korea and France case. For deriving the conclusion, this research analyzed the Korea quality assurance case which is consist of success or failure for evaluation of quality assurance, and built the generic quality model of e-learning evaluation criteria. A generic model about evaluation criteria, categories, and item of e-learning quality assurance, which should be reflected on French quality criteria, were developed based on statistical approach. This research suggests a evaluation criteria which can be applied to African and Asian countries, that are related to AUF, as well as Korea. The result of this study can be applied to all organizations around the world which prepare for e-learning quality assurance, and at the same time it will be a valuable resource for companies or institutions which want to be evaluated e-learning quality assurance.

이러닝 산업에 대한 사회적인 관심의 증가는 민간 교육업체와 공공기관을 대상으로 하는 이러닝 콘텐츠 및 시스템 공급자의 증가로 이어지게 되었다. 이러닝이 다양한 분야에서 사용되어짐에 따라, 양질의 서비스를 제공하고 서비스의 신뢰성을 제고하기 위해서는 이러닝 콘텐츠와 시스템 및 그 공급자에 대한 평가 기준과 적합성에 대한 평가가 이루어져야 한다. 기존 연구들은 이러닝 품질인증에 대한 평가기준과 품질인증 평가기준의 세부 실행 방안은 제시하고 있으나, 품질인증 기술성에 대한 필요성과 기술성 평가기준은 제시하지 못하고 있다. 본 연구에서는 이러닝 콘텐츠의 품질인증 기술성 평가에 대한 목적과 필요성을 기술하고, 이러닝 콘텐츠 기술성 평가기준의 특징과 기술성 평가기준 세부 항목별 적용 절차 및 방법에 대해 기술한다. 본 연구를 통해서 이러닝 콘텐츠 기술성 평가기준의 세부적인 평가항목과 평가척도를 제시할 수 있고, 각 평가항목에 대한 평가척도의 예시를 제공함으로써 이러닝 콘텐츠의 품질인증 기술성 평가기준을 수립할 수 있다. 또한, 시범서비스가 이루어진 후, 이러닝 콘텐츠 품질인증 기술성 평가기준에 대한 결과의 피드백에 따라 기준을 보완하여 정책에 반영하고 고시한다면, 해당 정책은 산업계에서 활용할 수 있을 것으로 기대된다.

The increase of social interest for the e-Learning industry leads to the increase of e-learning contents and the system providers which are targeted at private education companies and public institutions. As the e-Learning is used in various areas, the evaluation for evaluation criteria and suitability are needed to provide a high-quality service and reliability. Previous works suggested the evaluation criteria for quality certification, however, the technical evaluation criteria are not provided. In this paper, we suggest the technical evaluation criteria for quality certification of e-Learning contents and describe the detailed features. Through the proposed work, we can establish the technical evaluation criteria and suggest detailed evaluation items for them by providing examples. It is expected that the proposed study is able to be utilized in e-Learning industry, if the policy is reflected and notified according to the feedback of the results of the trial service.

본 연구의 목적은 이러닝 콘텐츠 품질인증 기준 비교 분석 및 원격교육연수원의 운영자들을 대상으로 원격교육 연수 콘텐츠 품질관리 기준에 대한 인식수준을 파악하여 현행 원격교육연수 콘텐츠 품질관리 기준 개선에 대한 시 사점을 도출하는데 있다. 연구를 수행하기 위해 국내 27개 원격교육연수원의 운영 담당자 21명을 대상으로 설문조 사를 실시하여 원격교육연수원 내용심사 지표 관련 중요도와 적합도에 대한 인식차이를 분석하였다. 연구결과, 현 행 원격교육연수원 평가 기준과 관련하여 유지 강화해야 할 영역은 ‘연수내용의 적절성_연수목표’, ‘윤리성’, ‘무결 성’, ‘저작권’으로 나타났고, 점진적으로 개선해야 할 영역은 ‘연수내용의 적절성_연수내용’, ‘연수내용의 적절성_최 신성’, ‘연수내용의 적절성_정확성’, ‘기타요건’ 영역으로 나타났다.

The goal of this study was, alongside a comparison and analysis of e-Learning contents quality assurance standards, to understand the level of recognition relating to distance learning training contents quality assurance standards (with the subjects set as operators of distance learning training centers). We suggested implications about improvement of current distance learning training contents quality assurance standards based on this study result. To initiate the study, a survey was conducted with the subjects set as 21 operator of 27 domestic distance learning training centers, and an analysis was conducted on the importance and suitability recognition differences relating to the content examination index of distance learning training centers. Distance learning training center operating officials relating to the evaluation standards of existing study results (for distance learning training centers) were found with a necessity to strengthen the following areas: 'the suitability and training goals of training content', 'ethicality', 'integrity', and 'copyright', and were also found with a necessity to gradually improve in the following areas: 'the suitability and training content of training content', 'the suitability and relevance of training content', 'the suitability and accuracy of training content', and 'other requirements'.

This paper deals with adoption of information and communication technology (ICT) in Saudi universities. and development of ICT to beneficial to Saudi societies. The rapid growth in wireless communication technologies and high-speed network applications to the internet, provide better facilities to the prevalence of educational programs and practices, notably e-learning remote, and the emergence of virtual schools and universities. In this way, many social problems in education, such as growing numbers of learners, and the geographical imbalance of educational institutions, and inability of existing institutions to meet the needs of development, can be fundamentally solved, and this e-learning in remote areas can further supply abundance of information, and transfer roles of teacher and students in continuing education. It is expected that in the future, the new technologies used in Saudi universities will not only increase intellectual productivity but also accomplish a qualitative change in the nature of learning. The e-learning in Saudi Arabia universities requires people and relevant technologies actively to tackle obstacles in order to make e-learning accessible and continually generates solution to improve education, especially in university level. Such understanding and the awareness of importance of accessible e-learning are highly crucial and should be accompanied by developing appropriate and enforceable policies aimed at improvement of legacy of distance learning among potential students.

In the higher education, the quality of e-learning contents and services are critical success factors. Especially, it determine the intention to use and reuse of e-learning system. The technology acceptance model(TAM) and the information systems success model has formed the basis of our research model. The quality of e-learning contents and services were classified into two or three factors, and also the SERVQUAL variables were used to measure the factors. The survey questionnaire was distributed to the college students who had experienced in e-Learning. The measurement and structural equation model was verified by model fitness indexes. The test result was enough to validate the research model. But the results of hypotheses test was some disappointed. Most service quality and content design factors didn't affected on the learner's attitude and learning satisfaction, but the quality of contents itself strongly affected on them. The path analysis proved that the mediating variables, attitude and satisfaction, were also very important factors to relate between the quality factors and the intention to reuse.

이 연구의 목적은 호텔 기업 e-Learning 품질이 지각된 용이성·유용성 및 학습전 이에 대한 영향 연구를 통해 기존 교육의 대안으로 자리 잡고 있는 e-Learning이 바 람직한 모습으로 기업에 정립될 수 있도록 호텔 기업들의 정보시스템 구축에 필요한 실무적인 방향성을 제시하고자 한다. 본 연구는 조사 목적을 달성하기 위하여 부산지역 호텔기업에서 종사하고 있는 임 직원을 대상으로 조사하였으며 조사 기간은 2019년 3월 5일부터 3월 18일까지 총 220부의 설문지를 배포하였다. 이 중 응답에 일관성이 없거나 불성실한 것으로 판단 되는 4부의 설문지를 제외한 216부의 설문지가 분석에 활용되었다. 설문결과를 토대 로 SPSS Win 21.0 통계패키지 프로그램을 이용해 빈도분석, 신뢰도 분석과 요인분 석을 시행하였다. 또한, 연구 가설들을 검증하기 위하여 SPSS 통계패키지를 활용하여 회귀분석을 시행하였고, 그 결과는 다음과 같다. 첫째, 호텔기업의 e-Learning 품질 요인 중 시스템품질, 콘텐츠품질이 지각된 용이성에 시스템품질, 콘텐츠품질, 서비스품 질이 지각된 유용성에 정(+)의 유의한 영향을 미치는 것으로 나타났다. 둘째, 호텔기 업의 e-Learning 품질 요인 중 콘텐츠품질은 학습전이에 정(+)에 유의한 영향을 미 치는 것으로 나타났다. 셋째, 호텔종사원의 지각된 용이성·유용성은 학습전이에 정 (+)의 유의한 영향을 미치는 것으로 나타났다.

The purpose of this study was intended to identify the effect of the quality of e-Learning on perceived ease of use usefulness and training transfer in hotel corporate. In order to achieve the results, 220 survey questionnaires were distributed from 5th Mar, 2019 to 18th Mar, 2019. Due to the reliability of data, 4 samples were discarded and 216 samples were put to actual analysis. Further results were produced by the researcher through conducting and analyzing via SPSS Ver. 21.0 statistics package. The results of the study are as follows. First, the quality of e-Learning which consists of system quality and contents quality had significant effects on Perceived ease of use. Secondly, the quality of e-Learning had significant effects on Perceived Usefulness. Thirdly, the quality of e-Learning which consists of contents quality had significant effects on training transfer. Finally, Perceived ease of use·usefulness had significant effects on training transfer. This study shows that as an alternative to the existing training, e-Learning offers new learning experiences to employees and finds it necessary to encourage their employees to apply this information and experience for the purpose of improving their performance in hotel corporate.

The educational service of the future focuses on nurturing the key talent advancing the nation, building knowledge-based infrastructure, and supporting various teaching and learning methods through the utilization of the Internet. Particularly e-learning service is increasingly providing educational services anywhere, anytime without space and time limitation. Accordingly in teaching and learning fields, applications of e-learning continue to progress in various ways along with the soaring interest from learners. Therefore, this study intends to explore the relationship between e-learning service quality factors and satisfaction of learners for self-leading learning and self-enrichment, involved in e-learning, as it plays an important role along with traditional education. More specifically, we classify e-learning service quality into factors of learning contents, learning system, learning usefulness and learner perspective and investigate their relationship to learner satisfaction and in turn revisit and positive referral intention from a learner-oriented service quality standpoint. As a result, we could reveal that all the e-learning service quality factors except for learning usefulness have significantly positive effects on learner satisfaction and that the satisfaction positively affects both learners' revisit and positive referral intentions.

4차 산업혁명 시대에는 Chat GPT 등 AI 기술이 단순한 지원을 넘어 적극적으로 데이터를 분석하고 솔루션을 제공하는 수준으로 발전하였다. 이에 본 연구에서는 Chat GPT의 e-서비스 품질이 인식된 가치, 혁신성 및 후속 학 습 결과에 미치는 영향에 대해 연구를 진행하였다. 본 연구 결과 사용 편의성과 반응성은 중요하지 않았지만, 안전성 과 신뢰성은 인지된 가치 및 혁신성에 긍정적인 관련이 있는 것으로 나타났다. 또한, 신뢰도와 인지된 가치 사이에는 부(-)의 영향관계가 있는 것으로 나타났다. 이러한 결과는 Chat GPT가 가치 있고 혁신적인 것으로 Chat GPT를 통 해 학습성과에 영향을 주는 것으로 나타났다. 본 연구에서는 Chat GPT를 학술적으로 배포하는 데 지침이 필요하다 는 점을 중요하게 보여주는 연구로 제시하고자 합니다. 또한, Chat GPT가 최근 도입된 점을 고려하면 좀 더 세부적 인 연구가 필요하다고 판단되어 집니다.

In the Fourth Industrial Revolution era, AI technologies, such as Chat GPT, have moved beyond assisting to actively analyzing data and providing solutions. This research assessed Chat GPT's e-service quality's influence on perceived value, innovativeness, and subsequent learning outcomes. Findings revealed that while ease of use and responsiveness weren't significant, safety and reliability were positively related to perceived value and innovativeness. A negative correlation was found between trustworthiness and perceived value. Users who saw Chat GPT as valuable and innovative experienced enhanced learning. The study emphasizes the need for guidelines in deploying Chat GPT academically. Given Chat GPT's recent introduction, further nuanced research is necessary.

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on the learners' self-efficacy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. In this study, academic performance was measured by student's real record. We will show the validity of the model empirically, and most of the hypotheses suggested in this model were accepted.

The purpose of this study was to investigate the nature of relationships among service quality, customer satisfaction and e-loyalty in e-learning site. In order to achieve the study purpose, survey method was applied As a result. it was revealed that service quality had significant effects on customer satisfaction in e-learning site. The influential factors of service quality on customer satisfaction included convenience of use, personalization, tangibles, responsiveness, and reliability in learning site. In addition, service quality had significant effects on e-loyalty as well.

The coronavirus pandemic has brought about dramatic changes in education, evidenced most clearly by the increase in e-learning. Thus, to identify how learners' attitudes toward e-learning are affected by diverse factors, this study examined the effects of perceived system quality and usefulness, the self-management of learning, and self-efficacy. A total of 236 college students participated in the survey. Multiple regression analysis was performed to test the study's proposed hypotheses. The study findings suggested that learners' attitudes toward e-learning are positively influenced by perceived e-learning usefulness, self-management of learning, and self-efficacy. However, the perceived system quality had no influence and no statistical significance.