Abstract
This study aims to evaluate how satisfaction of technical training courses in in-house education was influenced by comprehension, goal achievement and training design factors: difficulties, trainers′ instruction ways, training materials and training volumes. Covariance structure analysis was conducted on questionnaire answer data from approximately 16,000 participants of training courses, which were classified into lecture and practical training types in comparison of face-to-face classes with online classes. The analysis revealed that goal achievement had a significant effect on satisfaction, and comprehension had an indirect effect on satisfaction through goal achievement. The influence of the training design factors on satisfaction, comprehension and goal achievement differed significantly with training types. In particular, the difficulties showed no significant effect on comprehension in online lecture-type trainings. This indicates subjective difficulties of online class participants may be different from those of face-to-face class participants.
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