비대면 교육 환경에서 온라인 협업 툴 사용의도에 영향을 미치는 요인에 관한 연구

• Published in: 品質經營學會誌 Vol. 50; no. 3; pp. 571 - 591
• Main Authors: 서재이, Seo Jay, 안선주, An Sunju, 최정일, Choi Jeongil
• Format: Journal Article
• Language: Korean
• Published: 한국품질경영학회 30.09.2022
• Subjects: Content Quality; IS Success Model; Non-Face-to-Face Educational Environment; Online Collaboration Tools; Personality Five-Factor Model(FFM); Service Quality; System Quality; UTAUT; 학제간연구; Service Quality; Content Quality; UTAUT; Non-Face-to-Face Educational Environment; System Quality; IS Success Model; Online Collaboration Tools; Personality Five-Factor Model(FFM)
• ISSN: 1229-1889; 2287-9005
• DOI: 10.7469/JKSQM.2022.50.3.571

Purpose: The purpose of this study is to examine the factors affecting the intention to use online collaboration tools for Non-Face-to-Face educational environment in the perspective of the learners. Methods: For empirical analysis, the survey of this study was administered with data that were limited to experienced learners using online collaboration tools such as Google Docs, Allo, Padlet, and Slido in online education environments such as Zoom, Webex, MS Teams, etc. and valid 400 data were analyzed by SPSS(ver 22.0) and R(ver 4.1.0) program package. Results: The results of empirical analysis showed that performance expectancy were found to have an effect on reliability of system quality, empathy of service quality, playfulness and informativity of content quality among the characteristics of online collaboration tools. On the other hand, it was found that the security of system quality, responsiveness of service quality, and extroversion of user personality characteristics did not affect. It was analyzed that playfulness had the greatest positive effect, followed by informativity, empathy, and reliability. Among the characteristics of online collaboration tools, it was found that the reliability and security of system quality and informativity of content quality had an effect on the effort expectancy. It was analyzed that informativity has the greatest influence, followed by security and reliability. Conclusion: This study is meaningful in that it examines the perspectives of users and learners, who can be said to be the end customers of online collaboration tools. Based on the results of this study, it is expected that not only platform operators that provide online collaborative tools, but also providers that use online collaboration tools will have a significant impact on the development of edutech and infrastructure in the educational environment.