The mediating effect of literacy of LMS between self-evaluation online teaching effectiveness and self-directed learning readiness

The aim of this study was to analyze whether the self-evaluation online teaching effectiveness (SEOTE) and literacy of learning manage system (LLMS) did significantly have effect on the level of self-directed learning readiness (SDLR). Furthermore, it was another purpose to examine whether the LLMS was a significant mediating effect between SEOTE and SDLR. Pearson correlation, multiple linear regression, and mediated regression analysis were conducted for this study. This study included 210 online college students in Korea who responded to three web-survey questionnaires (SEOTE, LLMS, and SDLR). The bivariate (Pearson) correlation analysis showed that SEOTE significantly influenced on SDLR (r=524, p<.01) and LLMS was positively associated with SDLR (r=487, p<.01). The multiple linear regression revealed that SEOTE and LLMS significantly predicted SDLR and explained 31.4% of variance in SDLR. The results of mediated regression analysis revealed that LLMS did have a significant indirect or mediating effect with SEOTE in predicting SDLR.