비대면 평생교육 프로그램에 참여한 성인학습자의 학습실재감이 학습만족도에 미치는 영향

Abstract

Objectives The purpose of this study was to examine the moderated mediating effect of Learning Flow and Interaction in the effects of adult learners Learning Presence(cognitive presence, social presence and, emotional presence) on Learning Satisfaction.
 Methods For this purpose, an online questionnaire was conducted on adult learners at lifelong education institutions in Seoul Metropolitan Area. Data from total of 273 surveys were used for the analysis. For data analysis, SPSS 26.0 and SPSS PROCESS Macro 3.5 were used. The mediating effect, the moderating effect and the moderated mediation effect were verified. Bootstrapping was performed to verify the significance of the indirect effect.
 Results First, the mediating effect of Learning Flow in the relationship between Learning Presence(cognitive presence, social presence and, emotional presence) and Learning Satisfaction was verified. Second, the moderating effect of the Interaction between Learning Presence(cognitive presence, social presence and, emotional presence) and Learning Flow was verified. Third, the moderated mediating effect of Learning Flow and Interaction was verified in the effect of Learning Presence(cognitive presence, social presence and, emotional presence) on Learning Satisfaction.
 Conclusions The results of this study suggest that in order to increase the learning satisfaction in the online learning environment of adult learners, it is necessary to create and operate an educational environment in which not only tor the learning presence to be perceived by the learner but also for the interaction to take place.