The Effect of Task Value on Learning Persistence in University Non-Face-to-Face Synchronous Classes

Conference: The Southeast Asian Conference on Education (SEACE2023)
Title: The Effect of Task Value on Learning Persistence in University Non-Face-to-Face Synchronous Classes
Stream: Adult, Lifelong & Distance Learning
Presentation Type: Poster Presentation
Authors:
Yechan Lee, Chung-Ang University, South Korea
Juseong Han, Chung-Ang University, South Korea
Jawon Koo, Chung-Ang University, South Korea
Hae-Deok Song, Chung-Ang University, South Korea

Abstract:

As face-to-face education becomes impossible due to the spread of COVID-19, non-face-to-face synchronous education, in which instructors and learners participate in online real time classes has urgently emerged as new educational environments. However, since there is a lack of verification of the effectiveness or satisfaction of non-face-to-face synchronous education, it is necessary to explore the factors that affect learners' learning in non-face-to-face synchronous education.
The aims of this study were to explore the structural relationship among task value, learning engagement, teaching presence and learning persistence in non-face-to-face synchronous classes. A survey was conducted on students who had experience with non-face-to-face synchronous college classes in Korea, and 350 samples were collected. The analysis between the research variables was conducted using confirmatory factor analysis, simple regression analysis, and Hayes’ process macro model 5 through SPSS 25.0 and AMOS 25.0.
The study results were as follows. It was found that task value had a significant effect on learning engagement and learning persistence. In addition, in the relationship between task value and learning persistence, it was found learning engagement had a mediating effect and teaching presence had a moderating effect.
This study is meaningful in that it conducted an empirical verification on the factors that have a positive effect on the relationship between task values and learning persistence in a non-face-to-face synchronous educational environments.

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