The purpose of this study was to analyze the relationship between personal background characteristics, learning participation motivation, learning obstacle factors, and satisfaction with distance lifelong education programs of adult learners who parti...
The purpose of this study was to analyze the relationship between personal background characteristics, learning participation motivation, learning obstacle factors, and satisfaction with distance lifelong education programs of adult learners who participated in distance lifelong education. In order to achieve the purpose of this study, three research questions were established. First, is there any difference in satisfaction with the distance lifelong education program according to the personal background characteristics (gender, age, residence, educational background, occupation, lifelong education experience) of adult learners who participated in distance lifelong education? Second, how does the learning participation motivation (goal-oriented, activity-oriented, learning-oriented motivation) of adult learners who participated in the distance lifelong education program affect their satisfaction on the distance lifelong education program? Third, How does learning obstacle factors (learning environment, distance learning program media environment, self-efficacy toward media, self-directed learning ability, interaction) of adult learners who participated in the distance learning program affect satisfaction on distance lifelong education programs?
Surveys and statistical tests were used to conduct such studies. The data collection was conducted by both of online survey and offline direct survey targeting adult learners who participated in a distance learning program. Through this, a total of 263 surveys were collected, and 252 copies were used for analysis, excluding 11 copies with insincere or missing values. Frequency analysis, descriptive statistics, t-test, one-way ANOVA, and multiple regression were used for data analysis.
The results of this study are as follows. First, as a result of analyzing the difference in satisfaction with the distance lifelong education program according to the personal background characteristics of adult learners who participated in distance lifelong education, there was a statistically significant relevance in satisfaction on distance lifelong education programs according to gender, age, job status, and final educational background. There was no statistically significant relevance in satisfaction on distance lifelong education programs according to the place of residence and the period of lifelong education participation experience. Second, as a result of analyzing the relative influence on satisfaction with distance lifelong education programs by learning participation motive factors, three factors of goal-oriented, activity-oriented, and learning-oriented participation motivation included in the regression model accounted for 26.1% of satisfaction with the distance learning program, was found to be statistically significant. Among the independent variables, goal-oriented motivation and learning-oriented motivation have a significant effect on satisfaction on distance lifelong education programs, it was found that learning-oriented motivation have a greater effect than goal-oriented motivation. Third, as a result of analyzing the relative influence on satisfaction on distance lifelong education programs by learning obstacle factors, it was found that there was no statistically significant effect on satisfaction with the distance learning program.
If implication are suggested based on the above results derived from this study, first, it is necessary to plan and develop a distance lifelong education program that can satisfy the learning-oriented motivation and goal-oriented motivation of adult learners participating in distance lifelong education. Second, it was found that the learning environment or media environment included in learning obstacle factors of adult learners participating in distance lifelong education did not become an obstacle to learning. However, since adult learners engage in lifelong learning while conducting daily life, such as balancing work and learning, therefore planning, developing a distance lifelong education program that can increase satisfaction on the distance lifelong education program by reflecting various learning obstacles through learner analysis and Instructional design strategies will be required.