The purpose of this study is to present implications for preparing effective entrepreneurship education measures based on the learners' characteristics of distance entrepreneurship education courses. Through this study, we would like to present the ov...
The purpose of this study is to present implications for preparing effective entrepreneurship education measures based on the learners' characteristics of distance entrepreneurship education courses. Through this study, we would like to present the overall training content of the increasing number of distance entrepreneurship education courses and the demand for tasks such as teaching methods, instructor competencies, and educational environment.
The questionnaire of this study was distributed online to a cyber entrepreneurship education courses at D University in the Seoul metropolitan area, with a total of 230 people participating. The sample showed the highest percentage of first-year students with 55.7%, and the percentage of female students was higher with male students (43.5%) and female students (56.5%). Laptops (69.1%) accounted for most of the information and communication devices used during classes, and non-real-time video lectures (77.4%) accounted for the largest percentage of classes.
Technical statistics and frequency analysis were performed using SPSS 22.0, and hypothesis tests were performed using SmartPLS 3.0 through reliability and feasibility analysis and structural equation modeling analysis. The results of this study are as follows: First, system quality and service quality among the subvariables of distance entrepreneurship education quality had a positive impact on self-directed learning capabilities, and information quality did not have a positive impact. Second, all subvariables of distance entrepreneurship education quality had a positive impact on learner satisfaction. Third, self-directed learning ability had a positive effect on entrepreneurial self-efficacy. Fourth, learner satisfaction had a positive effect on entrepreneurial self-efficacy. Fifth, system quality and service quality among the lower variables of distance entrepreneurship education quality had a positive impact on entrepreneurial self-efficacy by fully mediating self-directed learning capabilities, and information quality did not have a positive impact. Sixth, system quality and service quality among the subvariables of distance entrepreneurship education quality had a positive impact on entrepreneurial self-efficacy by fully mediating learner satisfaction, and information quality did not have a positive impact.
This study aims to apply the model of DeLone & McLean (2003) to present the following implications through demonstration studies of systems, information, service quality and self-directed learning ability, learner satisfaction, and entrepreneurial self-efficacy: First, This work can contribute to academic research and development in the field of university distance entrepreneurship education in the future through empirical verification of research that can identify the relationship between university distance entrepreneurship education and entrepreneurial self-efficacy in COVID-19.
Second, Distance entrepreneurship education is not only for students with high self-directed learning ability. In response, Professors need resources and support to motivate learners to learn and design systematic distance classes so that they can lead learning. In addition, the establishment of a Learning Management System that can provide quality lecture content to students should be preceded.
Third, Facing the transition of traditional face-to-face classes to full-scale distance classes in COVID-19 situations, the need to build infrastructure and support systems at the university level and strengthen faculty capacity, as well as continuous support at the university and central government level.
Finally, universities and other elementary and secondary education sites are making efforts to strengthen their self-directed learning ability through distance education and are improving and expanding their insufficient areas into an educational environment for utilizing digital content. In line with this trend, universities should be supported by continuous interest and efforts in the development of teaching learning and lecture contents to improve the quality of distance entrepreneurship education.