The Effect of College Students' Learning Immersion and self-Direction on Non-Face-to-Face Learning Performance and Class Satisfaction^

Abstract

This study aims to analyze the status of distance learning in higher education and explore the effects of learning engagement and self-directed learning readiness among variables related to learners on academic performance and course satisfaction in distance learning. It seeks to provide a baseline for other studies to develop strategies for quality online courses in preparation for a prolonged COVID-19 pandemic. An online survey was conducted on 708 students from a four-year University E located in Seongnam, Gyeonggi-do. Each student completed a self-administered questionnaire on a web page, which was created for the survey. The survey used a multiple regression analysis, with the independent variables being student engagement and self-directed learning readiness. With the aim of explaining academic performance and satisfaction for distance learning, the study also adopted a stepwise selection method to select the independent variables. It was found that learner engagement has a greater influence on academic performance than self-directed learning readiness among the independent variables. Additionally, it was found that learners’ self-directed readiness did not impact course satisfaction; only learner engagement influenced student satisfaction for online courses. In conclusion, the survey showed that learner engagement and self-directed learning readiness are significant predictor variables of academic performance in online courses. It also found that learner engagement is a significant predictor variable of student satisfaction with online courses. In other words, teaching strategies are important for the promotion of student engagement to improve academic performance and student satisfaction in distance learning.