Abstract
In the context of the recent expansion of 100% online classes in colleges, there has been a notable surge in interest and utilization of synchronous online classes. Consequently, this study aims to enhance learning satisfaction in synchronous online classes by investigating the structural relationships among pertinent variables, namely digital literacy, presence, and flow. The study involved 301 university students who actively participated in synchronous online classes at both B University in Daejeon and K University in Chungcheong-do. The collected data underwent thorough analysis using structural equation modeling. The study found that digital literacy, presence, and flow were predictors of learning satisfaction in synchronous online classes. Digital literacy had a positive impact on teaching presence and learning presence. Teaching presence only affected cognitive presence among learning presence, and cognitive presence positively affected flow and learning satisfaction. Emotional presence had a positive effect on flow and flow had a positive effect on learning satisfaction. Furthermore, cognitive presence, emotional presence, and flow were validated as mediators. These results suggest that digital literacy, presence, and flow should be enhanced to improve learning satisfaction in synchronous online classes.
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