ScholarWorks@숙명여자대학교

초록

As most studies have ignored distance learning as a factor affecting students’ university life satisfaction, this study investigates the mediating effects of teaching presence and learning immersion in the relationship between students’ university life satisfaction and distance learning satisfaction. The sample comprised 244 university students. Structural equation modeling and bootstrap estimation were used. University life satisfaction positively correlated with distance learning satisfaction, teaching presence, and learning immersion. Distance learning satisfaction significantly affected teaching presence and learning immersion. Teaching presence significantly affected learning immersion and university life satisfaction, and learning immersion significantly affected university life satisfaction. Teaching presence and learning immersion completely mediated the relationship through three paths. This study provides suggestions at department and university levels to improve these factors.

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