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pp.1522-1536
This study is a descriptive research conducted to identify the levels of self-directed learning ability, class participation, and learning satisfaction in the online learning environment of university students, and to examine the relationships among them and their effects on learning satisfaction. The subjects of this study were 172 students enrolled in a four-year university located in J province. The collected data were analyzed using the SPSS 23.0 program, with frequency, percentage, mean, standard deviation, t-test, ANOVA, Scheffe's post-hoc test, Pearson’s correlation coefficient, and multiple regression analysis. The results of the study showed that the mean score for self-directed learning was 3.73±0.47, for class participation was 3.00±0.54, and for learning satisfaction was 3.44±0.74. The factors influencing learning satisfaction were class participation and major satisfaction. This study suggests that class participation and major satisfaction affect learning satisfaction in an online learning environment. . Therefore, as a method to enhance learning satisfaction in online learning environments, it is necessary to adopt various teaching methods that increase class participation and design learner-centered courses that consider major satisfaction
1. Introduction
1.1 Rationale for the Study
1.2. Research Purpose
2. Research Method
2.1. Research Design
2.2. Study Participants and Data CollectionMethod
2.3. Research Instruments
2.4. Data Analysis Method
3. Results and Discussion
3.1. General Characteristics of theParticipants
3.2. Levels of Self-Directed LearningAbility, Class Participation, andLearning Satisfaction AmongParticipants
3.3. Differences in Self-Directed LearningAbility, Class Participation, andLearning Satisfaction According toParticipants’General Characteristics
3.4. Correlation Among Self-DirectedLearning Ability, Class Participation,and Learning Satisfaction
3.5. Factors Influencing Participants’Learning Satisfaction
3.6. Discussion
4. Conclusion
References
