뷰티전공 성인학습자의 온라인 강의 품질이 학습몰입도와 학습만족도에 미치는 영향
Effect of On-line Lectures Quality on Learning Engagement and Learning Satisfaction in Beauty Major Adult Learners
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This study was conducted on 223 adult college learners majoring in beauty in Seoul and Kyeonggi-do, and SPSS v. 21.0 was used for data analysis. The purpose of the study is to identify how quality of online classes affect learning flow and learning satisfaction. The results are as follows. First, the results of hypothesis testing of the positive (+) effect of on-line lecture quality on learning immersion are as follows. It was found that learning content and learning performance, which are sub-factors of on-line lecture quality, had an important positive(+) effect on academic achievement and interest convenience. Second, the results of testing the hypothesis that on-line lecture quality has a significant positive(+) effect on learning satisfaction are as follows. It was found that learning contents and learning outcomes, which are sub-factors of learning satisfaction, have an important positive(+) effect on the learning environment and learning motivation. Third, the results of examining whether learning immersion has a significant positive(+) effect on learning satisfaction are as follows. It was found that academic achievement and interest convenience, which are sub-factors of learning immersion, had an important positive(+) effect on the learning environment and learning motivation. The results of the study are as follows. Adult learners who both work and study take traditional lectures with restrictions of time and space. However, in case of online classes, they are able to concentrate on their studies by themselves without any restrictions of time, space and other people. In addition, they could repeat lectures and take control of how to take classes, subsequently leading to natural learning flow and high learning satisfaction.
Abstract
This study was conducted on 223 adult college learners majoring in beauty in Seoul and Kyeonggi-do, and SPSS v. 21.0 was used for data analysis. The purpose of the study is to identify how quality of online classes affect learning flow and learning satisfaction. The results are as follows. First, the results of hypothesis testing of the positive (+) effect of on-line lecture quality on learning immersion are as follows. It was found that learning content and learning performance, which are sub-factors of on-line lecture quality, had an important positive(+) effect on academic achievement and interest convenience. Second, the results of testing the hypothesis that on-line lecture quality has a significant positive(+) effect on learning satisfaction are as follows. It was found that learning contents and learning outcomes, which are sub-factors of learning satisfaction, have an important positive(+) effect on the learning environment and learning motivation. Third, the results of examining whether learning immersion has a significant positive(+) effect on learning satisfaction are as follows. It was found that academic achievement and interest convenience, which are sub-factors of learning immersion, had an important positive(+) effect on the learning environment and learning motivation. The results of the study are as follows. Adult learners who both work and study take traditional lectures with restrictions of time and space. However, in case of online classes, they are able to concentrate on their studies by themselves without any restrictions of time, space and other people. In addition, they could repeat lectures and take control of how to take classes, subsequently leading to natural learning flow and high learning satisfaction.
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