지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2024.1
- 수록면
- 409 - 428 (20page)
- DOI
- 10.17548/ksaf.2024.01.30.409
이용수
초록· 키워드
오류제보하기
The emergence of online education has notably reshaped dance arts education, presenting new challenges and opportunities for student engagement. This study delves into the specific motivations of college students enrolled in online dance courses and examines how these motivations influence learning stickiness—a key determinant of sustained engagement and success in online learning environments. While online dance education is gaining traction for its accessibility and flexibility, there is a scarcity of research focusing on the intricate relationship between student motivations and their propensity to persist in these courses, known as learning stickiness. Our study addresses this gap by identifying and analyzing critical factors that drive college students" participation in online dance courses and their subsequent effect on learning stickiness. Our findings reveal more nuanced insights into the dynamics of online learning. Knowledge content quality and platform service quality emerged as pivotal elements, significantly elevating students" perceived usefulness and enjoyment of the courses. These elements also played a crucial role in mitigating perceived fees and risks associated with online learning. We found that perceived usefulness directly contributes to an increase in perceived value. However, the influence of perceived enjoyment on perceived value, while present, was not as pronounced. Intriguingly, both perceived enjoyment and perceived risk were found to have a negative correlation with perceived value. Most notably, our data underscored that perceived value is a potent enhancer of learning stickiness among college students. These findings offer more than just a surface understanding of student motivations in online dance education; they unearth specific interactions between various motivational factors and their collective impact on learning stickiness. Our study not only adds depth to the understanding of online dance education dynamics but also provides actionable insights for course designers and educators in refining content and platform services. By highlighting these unique patterns and insights, this research contributes substantially to enhancing the quality and effectiveness of online dance education and, by extension, the broader domain of online arts education.
목차
Abstract
I. Introduction
II. Theoretical Background
III. Conceptual Model and Hypotheses
IV. Research Design
V. Results
VI. Discussion and Implications
Reference
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