코로나19-팬데믹 평생교육 단과대학 학습자의 교양수업 교육 서비스 품질과 학습몰입, 만족도, 지속학습의향의 구조적 관계

Abstract

This study clarified the structural relationship between the quality of non-face-to-face lecture quality, learning immersion, learning satisfaction, and learning continuation intention of university lifelong education adult learners. The results of an online survey of 358 adult learners of lifelong education in Seoul and Gyeonggi-do universities are as follows. First, educational service quality tangibility and empathy had a positive effect on flow, and the influence of tangibility was relatively large. Second, all five factors of educational service quality, tangibility, reliability, responsiveness, certainty, and empathy, had a positive effect on learning satisfaction, but tangibility had a negative effect. Third, between learning flow and learning satisfaction and continuous participation intention, learning satisfaction was found to have an effect on learning flow and continuous participation intention, and learning flow also had an effect on continuous participation intention. Finally, as a result of the mediating effect of university learning flow, a partial mediating effect existed between learning satisfaction and continued participation intention. This study is expected to be generalized as basic data in the establishment of strategies and operation of non-face-to-face lectures for liberal arts for adult learners of lifelong education at university.