The Effects of Educational Environment and Ability unit Recognition on Learning Satisfaction in Online NCS Skincare Practice Class: The Mediating Effect of Learning Presence

Objectives This study aims to analyze the mediating effect of learning presence in the relationships among educational environment, unit competency cognition, and learning satisfaction in the online NCS esthetics practice class. Methods A survey was conducted for 304 learners who had experience of attending the online NCS esthetics practice classes in the capital regions. Educational environment and unit competency cognition were set as independent variables, while learning presence was set as a mediating variable, and learning satisfaction as a dependent variable. Results The educational environment of the online NCS esthetics practice classes was perceived by the subjects to be more favorable at schools or academies, and lower when attended at home or cafes. Among the educational environment sub-factors, instructors' quality was perceived highly, while educational services were perceived low. Among the sub-factors of the educational environment, educational services positively affected learning presence. On the other hand, the sub-factor affecting the emotional and social presences most was the educational service, followed by lymphatic management and physical environment, while the sub-factor physical environment was most influential over the cognitive presence, followed by hygienic management and quality of instructors. On the other hand, the educational service and lymphatic management affected subjects' learning satisfaction positively. Besides, it was confirmed that the learning presence partially affected the relationship between competence unit recognition and learning satisfaction. Moreover, the educational service and the lymphatic management affected learning satisfaction positively, and the learning presence partially mediated the relationship between competence unit recognition and learning satisfaction. Conclusions It has been found that the overall learning satisfaction were low. The results of this study suggest that it would be necessary to explore some educational strategy to improve learners' learning satisfaction through improvement of the educational services, qualitative reform of the online educational environment, improvement of the esthetics pedagogics.