Effects of Instructor's Communication Quality on Learning Flow and Satisfaction of Students: Targeting the Students(Parents) Participating in the Early Childhood Education Programs

Abstract

Purpose: This study surveyed the effects of instructors’ verbal and nonverbal communication quality on students’ learning flow and satisfaction. We divided the two types of communication into sub-factors — verbal communication into language, and nonverbal communication into kinesics, proxemics, paralanguage and physical appearance — to examine the causal relationship between learning flow and learning satisfaction. Methods: This study was conducted on the students (parents) of a paid early childhood education program run by “I” company located in Seoul, from November 12, 2014 to November 18, 2014. A total of 317 (90.5%, effective) questionnaires were collected and analyzed using SPSS 18.0 and AMOS 18.0. Results: First, the verbal communication of the lecturers was found to have significantly positive (+) effects on learning satisfaction. Second, among the nonverbal communications, proxemics and physical appearance were found to have positive (+) effects on learning flow. Third, among the nonverbal communications, proxemics was found to have positive (+) effects on learning satisfaction. Fourth, the learning flow of students was found to have positive (+) effects on learning satisfaction. Conclusion: This study’s findings can contribute to realizing desirable communication between instructors and students. Key words: Communication Quality, Verbal Communication, Nonverbal Communication, Learning Flow, Learning Satisfaction