Abstract
Objectives The purposes of this study were to examine the differential effects of college students' online class structure factors and process factors on on outcome factors(online class satisfaction, learning outcomes).
 Methods For the above purpose, the data of D university collected through 2021 Korea-National Survey of Student Engagement(K-NSSE) was used. Structure factors and process factors were independent variables, and the effects on outcome factors(online class satisfaction, learning outcomes) were analyzed using multiple regression models.
 Results Structural and process factors explained 55% of the total change in online class satisfaction. In the case of the effect of structural factors and process factors on learning outcomes, 40% of the total change in knowledge and skills related to major and job, 19% of the total change in media competency, 33% of the total change in critical and analytic thinking skills, and total change in problem-solving competency.
 Conclusions Based on the results of the study, the improvement directions were discussed and further studies were suggested. And this study was to provide empirical information to improve the quality of online classes in universities in the future by exploring factors that affect online class satisfaction and learning outcomes.
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