Title:	FACTORS IMPACTING CORPORATE E-LEARNERS’ LEARNING FLOW, SATISFACTION, AND LEARNING PERSISTENCE
Author(s):	Young Ju Joo, Sunyong Joung, Nam Hee Kim, Hyun Min Chung
ISBN:	978-989-8533-12-8
Editors:	Demetrios G Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías
Year:	2012
Edition:	Single
Keywords:	Corporate e-learning, sense of teaching presence, sense of cognitive presence, usage, learning flow, satisfaction
Type:	Full Paper
First Page:	107
Last Page:	114
Language:	English
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Paper Abstract:	This study aimed to investigate the structural relationships among teaching presence, cognitive presence, usage, learning flow, satisfaction, and learning persistence in corporate e-learners. The research participants were 462 e-learners registered for e-lectures through an electronics company in South Korea. First, the sense of teaching presence, sense of cognitive presence, and usage affect flow. Second, the sense of teaching presence, sense of cognitive presence, usage, and flow affect satisfaction. Third, the sense of teaching presence, sense of cognitive presence, usage, flow, and satisfaction affect learning persistence. Fourth, learning flow intermediates the sense of teaching presence, sense of cognitive presence, usage, and satisfaction. Fifth, satisfaction intermediates the sense of teaching presence, cognitive presence, usage, flow, and persistence. We confirmed that learning flow significantly intermediated among sense of teaching presence, sense of cognitive presence, and satisfaction but not between usage and satisfaction. In addition, satisfaction intermediated among sense of teaching presence, sense of cognitive presence, usage, flow, and learning persistence. These findings demonstrate the importance of sense of teaching presence, sense of cognitive presence, and usage for e-learners. We expect that the results will contribute to the formation and improvement of fundamental learning strategies for successful e-learning.
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