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Background: Due to the global COVID-19 pandemic, online learning became the only way to learn during this unprecedented crisis. This study began with a simple but vital question: What factors influenced the success of online learning during the COVID-19 pandemic with a focus on online learning self-efficacy? Objectives: The purpose of this study was to examine the structural relationship among self-efficacy (SE) in time management, SE in technology use, SE in an online learning environment, and learning engagement. Methods: The participants of the study were 1205 undergraduates who were enrolled in a residential undergraduate program in South Korea in spring semester, 2020. The online survey was administered to collect data for this research and the survey results were analyzed using structural equation modeling. Results and Conclusions: SE in technology use had a significant but negative influence on learning engagement and had a positive impact on SE in an online learning environment. SE in time management had a significant positive impact on SE in an online learning environment and learning engagement. SE in an online learning environment also significantly influenced learning engagement. Implications: SE in technology use itself did not enhance learning engagement. In addition, indirect effects of SE in technology use and SE in time management on learning engagement through SE in an online learning environment were confirmed in this study. This indicates the influential role of SE in an online learning environment on learning engagement of online learners.

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The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.

Flipped learning recently gained attention as an effective instructional approach to enhance learning engagement, causing many universities to implement it. To enhance student engagement in large university classes, this study examined the effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using a flipped learning approach. A total of 390 undergraduates who were enrolled in a large general education class using flipped learning at a university in Korea participated in this study. The learners completed an online survey measuring the variables of this study. The research findings indicated that self-regulation affected social presence as well as learning engagement. Self-efficacy affected social presence and indirectly affected learning engagement through social presence. Finally, social presence affected learning engagement. Social presence also mediated the relationship between self-efficacy and learning engagement as well as between self-regulation and learning engagement. This study confirmed the significant effects of self-regulation and social presence on students' learning engagement in large university classes.

Purpose The purpose of this study is to investigate the structural relationships among organizational culture, human resources (HR) practices and female managers’ organizational commitment and job satisfaction in South Korea. Design/methodology/approach Using data obtained from the Korean Women Manager Panel, 230 responses were analyzed using structural equation modeling. Findings The findings indicated that organizational culture directly affected HR practices and indirectly affected job satisfaction and organizational commitment. In addition, HR practices directly influenced job satisfaction and organizational commitment and indirectly affected organizational commitment through job satisfaction. Finally, job satisfaction had a direct and significant effect on organizational commitment. Originality/value The authors provide an empirical analysis of how organizational culture and functional factors influence organizational commitment and job satisfaction for female managers in the Korean context. The findings of this paper are expected to encourage scholars to pay more attention to the connection between organizational support and HR interventions to improve female managers’ commitment and satisfaction within organizations by emphasizing the alignment between organizational culture and HR practices.

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Purpose An increasing number of students delay graduation or graduate without a job, because they are not ready to make a career decision. In addition, the growing number of young adults who are not in education, employment or training (NEET) has become a social concern in South Korea. To facilitate career decision-making of undergraduates, this study examined the effects of work value orientation and academic major orientation on career decision-making self-efficacy (CDMSE). The purpose of this paper is to examine the relationships among South Korean undergraduates’ intrinsic work value orientation, extrinsic work value orientation, academic major satisfaction and CDMSE. Design/methodology/approach Based on the literature review, this study tested a research model using structural equation modeling with survey results of 217 undergraduates. Findings The research results indicated that intrinsic work value orientation influenced academic major satisfaction and CDMSE. However, extrinsic work value orientation turned out to influence neither academic major satisfaction nor CDMSE. Academic major satisfaction also seemed to affect the CDMSE of the students in this study. Originality/value This study contributes to the field of career development by explaining the significance of undergraduates’ intrinsic work value orientation and academic major satisfaction on career decision-making. Whereas most research has focused on the effects of CDMSE, this study investigated the factors that influence undergraduates’ CDMSE.