뷰티전공 성인학습자의 블렌디드러닝 학습몰입도와 학습만족도 및 강의만족도와의 구조적 관계
Structural Relationship between Blended Learning Learning Immersion, Learning Satisfaction, and Lecture Satisfaction of Beauty Major Adult Learners
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The purpose of this research is to determine the structural relationship of learning immersion, learning satisfaction, and lecture satisfaction in blended learning classes. The subjects of this study included 261 females ranging from their 20s to 50s living in Seoul and Gyeonggi-do Province. A final statistical analysis was performed using the spss 25.0 statistical program. Detailed research results are as follows. Hypothesis 1, which proposes a significant effect of learning immersion on learning satisfaction, was verified and accepted, as the results indicated that concentration achievement and interest have a significant effect on cognitive and emotional satisfaction. Hypothesis 2, which proposes a significant effect of learning immersion on lecture satisfaction, was partially accepted because, while concentration achievement had a significant positive effect on lecture satisfaction, interest did not. Hypothesis 3, which proposes a significant effect of learning satisfaction on lecture satisfaction, was accepted, as a significant effect of cognitive and emotional satisfaction on lecture satisfaction was demonstrated. According to the results of this study, a positive effect of learning immersion and learning satisfaction on the cognitive and emotional satisfaction of lecture satisfaction was demonstrated, and lecture satisfaction of learning immersion had a negative effect.
Abstract
The purpose of this research is to determine the structural relationship of learning immersion, learning satisfaction, and lecture satisfaction in blended learning classes. The subjects of this study included 261 females ranging from their 20s to 50s living in Seoul and Gyeonggi-do Province. A final statistical analysis was performed using the spss 25.0 statistical program. Detailed research results are as follows. Hypothesis 1, which proposes a significant effect of learning immersion on learning satisfaction, was verified and accepted, as the results indicated that concentration achievement and interest have a significant effect on cognitive and emotional satisfaction. Hypothesis 2, which proposes a significant effect of learning immersion on lecture satisfaction, was partially accepted because, while concentration achievement had a significant positive effect on lecture satisfaction, interest did not. Hypothesis 3, which proposes a significant effect of learning satisfaction on lecture satisfaction, was accepted, as a significant effect of cognitive and emotional satisfaction on lecture satisfaction was demonstrated. According to the results of this study, a positive effect of learning immersion and learning satisfaction on the cognitive and emotional satisfaction of lecture satisfaction was demonstrated, and lecture satisfaction of learning immersion had a negative effect.
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