E learning 2011 rome ppt final version 0720

Analysis of the Structural Relationship between

Teaching Presence, Cognitive Presence, Social Presence ,

Organizational Support and Satisfaction

in Korean Cyber University

Young Ju JooKyu Yeon LimSun Hee Kim

Eugene LimNa Yeon Yoo

Ewha Womans University, Republic of Korea

20-23 July, Rome2011 IADIS e-Learning Conference

Supported by National Research Foundation of Korea Grant funded by the Korean Government (2009-0084920)

2

C o

n t

e n

t s

1. Introduction

2. Theoretical Background

3. Research Method

4. Research Results

5. Discussion and Conclusion

Cyber University in South Korea

3

Introduction1.

Since March of 2009, South Korea government revised relevant educational laws;

distance learning institutions were converted into cyber universities.

Total 18 cyber universities (2011).

Among 18 cyber universities, 4 of them are providing Master degree programs

such as MBA .

About 164,000 learners have been enrolled in Cyber Universities

(Korean Ministry of Education, Science and Technology, 2011).

4

Introduction1.

Quality and educational effect were degraded compared to their learn-ing experience in tradi-tional institutions (Korea Institute for Elec-tronic Commerce, 2009).

Purpose of study

Raised problems about the quality of Cyber University

Choose the satisfaction as a main variable

affecting quality of Cyber University

Search for variables affecting satisfaction

Choose teaching, cognitive, social presence and organi-zational support as exogenous variables

Provide suggestions for better Cyber Universitythrough SEM

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Introduction1.When learning satisfaction goes up, learners could meet their educational goals.

Satisfaction is an important variable to measure the learning outcome (Ellis, 2008; Johnson et al., 2008; Morgan, 2007).

Raised problems about the quality of Cyber University

Choose the satisfaction as a main variable

affecting quality of Cyber University


Choose teaching, cognitive, social presence and orga-nizational support as exogenous variables


Raised problems about the quality of e-Learning and ed-ucational effect

Choose the satisfaction as main variables relate to e-Learning effect


Choose teaching, cognitive, social presence and organi-zational support as exogenous variables


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Introduction1.

?

?

?

?

Satisfaction

Raised problems about the quality of e-Learning and educa-tional effect



Choose teaching, cognitive, social presence and perceived organizational support as exogenous variables

Provide a guideline through structural causal relationship

7

Introduction1.

Increased interest in studying presences as key variables to improve the quality of learning.

The importance of per-ceived organizational support in determining success or failure of stu-dent s’ learning (Zirkle, 2004).

Raised problems about the quality of e-Learning and ed-ucational effect



Choose presence(teaching, cognitive, social) as the learner’s internal and organizational support as

external variables affecting satisfaction


8

Introduction1.

Limited focus on the corre-lations or predictions(Taylor, Schepers & Crous, 2006).

Lack of in-depth analysis of the integrated causal rela-tionship(Morris, Wu & Finnegab, 2005).

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Do teaching presence, cognitive presence, social presence and per-

ceived organizational support affect satisfaction?

Teaching Presence

Cognitive Presence

Social Presence

Perceived Organizational Support

Satisfaction

9

Introduction1.Research Question

1010

Theoretical Background2.Community of Inquiry Model

Teaching Presence

Cognitive Presence

Social Presence

(Garrison & Arbaugh, 2007)

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Theoretical Background2.Teaching Presence

Definition 1.

Learner’s perception of the overall instruction, including instructional design, organization, and learning facilitation (Arnold & Ducate, 2006).

2. Previous Studies

Difference in learning outcome based on the instructor’s role and teaching strategies in discussions and emphasized the critical role and skills the in-structors play in cyber education. (Wu & Hiltz, 2007).

The interaction between instructors and learners contributes more to learner’s satisfaction than the interaction among learners (Garrison & Cleve-land-Innes, 2005).

Construction and confirmation of the meaning of learner’s self-reflection and dis-course (Garrison & Arbaugh, 2007).

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Theoretical Background2.Cognitive Presence

Definition 1.

2. Previous Studies

Necessary to reflect on the intellectual aspects of content and context in learn-ing.

An important variable in predicting the learning outcome such as satisfaction and achievement (Martinez, 2003; Kang et al., 2008).

When the level of two subordinated variables is higher, learners achieve a higher level of satisfaction and achievement in their e-Learning experience (Kang, 2005).

In on-line learning environment, social presence has meaningful effect on perceived learning and satisfaction (Richardson & Swan, 2003).

Social presence including application-specific computer self-efficacy (AS-CSE), perceived usefulness is strongly related course satisfaction in cyber learning (Johnson, Hornik & Salas, 2008).

Degree of learners perceive themselves socially and affectively in a media -mediated communication environment (Garrison & Arbaugh, 2007).

Communication and formation of relationship with others in individual – based cyber learning (Joo & Ha, 2010).

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Theoretical Background2.Social Presence

Definition 1.

2. Previous Studies

2. Previous Studies

Instructor’s expertise in e-learning, and his counseling and support were the best predictors for course satisfaction and learning achievement (Paechter, Maier & Macher, 2010).

Organizational support has strong relationship with learning outcomes, such as students' satisfaction, perceived learning of the subject matter, and perceived skill development (Rossin, Ro, Klein & Guo, 2009).

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Theoretical Background2.Perceived Organizational Support

Definition 1.

The extent which the organization values to their contributions and cares about their well-being (Eisenberger, Huntington, Hutchinson & Sowa, 1986).

Consists of administrative services, instructional support services such as tu-toring counseling, and feedback (Robinson, 1995).

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Theoretical Background2.Recent Research Trends

VariablesPrevious Studies

Exogenous Endogenous

Teaching Presence

Satisfaction

Garrison & Cleveland-Innes (2005) Wu & Hiltz (2004)

Cognitive Presence Kang, Kim & Park (2008) Martinez (2003)

Social Presence Gunawardena & Zittle (1997) Richardson & Swan (2003) Shin (2003)


Robins (1995) Zirkle (2004)

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Teaching, cognitive, social presence and perceived organizational

support affect satisfaction.

Teaching Presence

Cognitive Presence

Social Presence


Satisfaction

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2. Hypothetical Research Model

Theoretical Background

Hypothesis

31%69%

Gender

Male

Female

Convenient Sampling Method : W Cyber University

Initial sample : consisted of 788 students

Data analyzed : 769 students

Age distribution from 20 to 65 years old

Subjects’ background

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Research Method3. Participants

8%

20%

42%

27%

3%

Age

20s

30s

40s

50s

60s

41%

28%

16%

15%

Semester Enrolled

5th & 6th

7th ~

1st & 2nd

3rd & 4th

5th & 6th

7th ~

Web-based surveys

End of the spring semester of 2009

For 2 weeks

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Research Method3. Research Procedure

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Research Method3. Measurement Instrument

Components Source Cronbach’s α item

Teaching Presence Swan(2008) .89 6 items

The professor encouraged me to get involved in the study session through the phone calls, emails, and SMS.

Cognitive Presence Swan(2008) .82 6 items

I can understand the overall flow of the class session.

Social Presence Kang et al. (2008) .82 11 items

I felt closed to my peers.

Organizational Support Kim (2008) .80 6 items

My peers gave me information that helped me get involved in the class session.

Satisfaction Shin (2003) .96 8 items

I am satisfied with the on-line course on the whole.

* 5 point Likert scale

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Research Results4.Descriptive Statistics and Correlation

2. Descriptive Analysis

3. Correlation Analysis

Mean: 3.21~4.07, S.D.: .48~.73

All exogenous variables were found to be significantly correlated to endogenous variable.

Variable Mean S.D. 1 2 3 4 5 6 7 8 9 10 11 121. Teaching Presence 1 3.88 .57 -2. Teaching Presence 2 3.80 .60 .82* -3. Cognitive Presence 1 3.81 .55 .54* .50* -4. Cognitive Presence 2 3.83 .48 .49* .44* .59* -5. Social Presence 1 3.21 .61 .42* .43* .43* .39* -6. Social Presence 2 3.21 .67 .33* .34* .37* .35* .81* -7. Social Presence 3 3.42 .58 .47* .49* .43* .37* .77* .79* -8. Perceived Organizational Support 1 3.40 .67 .55* .58* .45* .37* .50* .47* .53* -9. Perceived Organizational Support 2 3.47 .73 .51* .55* .41* .36* .58* .57* .60* .75* -10. Satisfaction 1 4.05 .63 .64* .61* .55* .45* .42* .34* .45* .51* .50* -11. Satisfaction 2 3.94 .65 .64* .61* .57* .48* .40* .34* .41* .55* .49* .84* -12. Satisfaction 3 4.07 .62 .63* .61* .55* .47* .39* .34* .43* .49* .48* .85* .87* -

(n=769)

*p<.05

All variables showed normality curve.

1. Normality Curve

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Research Results4.Examination of Measurement Model

3. Confirmatory Factor Analysis

TeachingPresenceTeaching

Presence2

e2.91

TeachingPresence

1e1 .94

CognitivePresenceCognitive

Presence2

e4

CognitivePresence

1e3

.85

.78

SocialPresence

Social 3Presence

2

e7

SocialPresence

1e5

.91

.91

Support 2e9

Support 1e8

.86

.87

.65

. 64

.44.67

.45

.39

Sat 2e11.85

Sat 1e10 .93

.55

.41

.38

.39SocialPresence

e6

.91

PerceivedOrganizational

Support

Satisfaction

χ2 df TLI CFI RMSEA(90% Confidence Interval)

Measurement Model 182.067 44 .985 .991 .051(.039~.063)

Criteria - - >.90 >.90 <.08

(n=769)

TLI value was .985, CFI value was .991 and RMSEA value was .051.

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Research Results4.Examination of Measurement Model

4. Fitness of the Measurement Model

Measurement Model fitness was good!


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Research Results4.Examination of Structural Model


Structural Model 184.849 44 .973 .982 .064(.054~.073)

Criteria - - >.90 >.90 <.08

(n=769)

Structural Model fitness was good!

5. Fitness of the Structural Model

.14

.36

.40

SatisfactionCognitive Presence

TeachingPresence

Social Presence


Support


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Research Results4.Examination of Modified Model


Modified Model 55.773 21 .989 .994 .046(.031~.061)

Criteria - - >.90 >.90 <.08

Modified Model fitness was good!

6. Fitness of the Modified Model

(n=769)

Effect Analysis of Path Coefficient

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Research Results4.Examination of Modified Model

7.

Path between VariablesUnstandardized

Coefficient (B)

Standardized Coefficient

(β)

Standard Error

t

Satisfaction

Teaching Presence

.42 .40 .05 7.95*

Cognitive Presence

.60 .36 .08 7.25*


Support.13 .14 .04 3.25*

Teaching presence > Cognitive presence > Perceived organizational support

*p<.05

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Conclusion and Discussion5.Discussion

.14

.36

.40

SatisfactionCognitive Presence

TeachingPresence


Support

Teaching, cognitive presence and perceived organization support affected satis-faction.

Same results of previous studies(Garrison & Cleveland-Innes, 2005; Kang, Kim & Park, 2008; Robins, 1995).

Social presence did not affect satisfaction. Different result of previous studies(Richardson & Swan, 2003; Shin, 2003).

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Conclusion and Discussion5.Conclusion

To improve teaching presence,

Cyber education should provide feedback from instructors, and instructors should confirm learners can follow what they learned frequently.

To improve cognitive presence,

The contents of cyber education should be designed to cause learners’ interests and connect learners’ previous knowledge.

To improve perceived organizational support,

Organization should provide various scholarships, counseling and effective LMS to facilitate learning.

Teaching, cognitive presence and perceived organization support affected satisfaction

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Conclusion and Discussion5.Conclusion

Social presence did not affect satisfaction.

Subsequent research should be conducted to determine whether similar re-

sults will be found at other cyber university settings.

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Conclusion and Discussion5.Future Studies

1.

Studies need to be conducted on a variety of learner motivation variables such as academic self-efficacy, the ability of self-directed learning and learner self-regulation.

Ongoing research will be included affective presence components that the learners experience in cyber education .

2.

3.

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Young Ju Joo ([email protected])Kyu Yeon Lim ([email protected])

Sun Hee Kim ([email protected])Eugene Lim ([email protected])

Na Yeon Yoo ([email protected])

Ewha Womans University, Korea