Effects of Teaching Presence and Self-Regulated Learning on Satisfaction in Online Education

The purpose of this study is to examine the impact of teaching presence and self-regulated learning abilities on learning satisfaction in online education and to investigate how learning presence mediates the effects of teaching presence and self-regulated learning abilities on learning satisfaction. The study sample was drawn from university students who experienced online education at K University's Seoul and International campuses, using a non-probability convenience sampling method. The survey was conducted through an online questionnaire from September 4 to September 30, 2024, using G Corporation's survey program, yielding a total of 400 responses. After excluding eight responses with insincere answers, data from 392 respondents were used for analysis. The data were analyzed using SPSS 28.0, AMOS 29.0 including frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, multiple regression analysis, and simple regression analysis to test each hypothesis. The results are as follows: First, teaching presence and self-regulated learning abilities in online education significantly affect learning satisfaction. Second, learning presence has a significant mediating effect on the relationship between teaching presence, self-regulated learning abilities, and learning satisfaction in online education.